Mobile-based Extensive Reading

Milliner, Brett; Cote, Travis

doi:10.4018/ijcallt.2015100101

Cited by 11 publications

(4 citation statements)

References 18 publications

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“…Extensive reading provides an opportunity for language learners to choose the reading preferences based on their ability to read English texts. Day and Bamford in Milliner and Cote (Milliner & Cote, 2015) argue that extensive reading allows students to read large quantities of self-selected reading materials that are below or at their language level. In this activity, they are encouraged to choose their texts without any coercion from the teacher when choosing their reading source.…”

Section: Introductionmentioning

confidence: 99%

Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

Fatimah

Kardijan

Sulastri

2020

Vis. J. Lang. Foreign Lang. Learn.

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<p>The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.<strong></strong></p>

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Section: Introductionmentioning

confidence: 99%

Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

Fatimah

Kardijan

Sulastri

2020

Vis. J. Lang. Foreign Lang. Learn.

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“…Language learners can choose their reading preferences based on their ability to read English texts through ER. In Milliner and Cote (Milliner & Cote, 2015), Day and Bamford suggest students who choose to participate in extensive reading are given the opportunity to read considerable amounts of material that is either below or at their current language level. Students are given the freedom to select the readings that they want to do for this assignment without any interference from the lecturer.…”

Section: Er In Efl Classroommentioning

confidence: 99%

An Insight Into Blog Use in Efl Reading Class

Santiana

Faisal

Sri

2023

IJEBP

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This study was performed concerning the usage of a blog to ascertain the perceptions of the students regarding the usage of blogs in Extensive Reading (hereafter ER) classes at one of Tasikmalaya’s universities. Braun and Clarke’s Descriptive Case Study Design and Thematic Analysis techniques were used in this study. The primary data source was semi-structured interviews with four participants, transcribed and analysed using Thematic Analysis. This study discovered that blogging has advantages and disadvantages in the ER class. The advantage of using blogs as media in Extensive Reading classes is that blogging is easy to use and can increase student creativity. Furthermore, blogging can increase student motivation to read, serve as a forum for reflection, and increase learning autonomy. However, based on the findings, it turns out that there are some disadvantages to using blogs as media in Extensive Reading classes, such as limited access to blogs, sluggish connectivity for submitting assignments, and causing time-consuming problems. Finally, the research provides information to lecturers so that lecturers can learn about the benefits and drawbacks of using blogs in ER learning.

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“…The study reported that the students benefited pronunciation, prosody and intonation improvement. Meanwhile, Milliner and Cote (2015) introduced digital-mediated ER project to their university students through which the students were engaged in ER program through mobile devices. Their study pointed out the pedagogical implication which emphasized on the importance of software training and ER practice.…”

Section: Introductionmentioning

confidence: 99%

A tale from extensive readers in an online extensive reading classroom

Machfudi

Ferdiansyah

2023

QRJ

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PurposeWhile extensive reading has been widely implemented in face-to-face settings, few studies have examined how extensive reading in online classrooms is enacted. The present study aims to explore students' voice in online extensive reading classrooms.Design/methodology/approachThis brief report is part of classroom action research. It involved 3 undergraduate students majoring in English education who undertook extensive reading course during the COVID-19 pandemic. The participants documented their reading experience through digital storytelling (DST) at the end of the semester. Data from the DST were collected and analyzed using thematic analysis with narrative approach.FindingsThe story began with the recollection of the participants' memories in the past when they studied English. It then moved to students expressing meeting the intersection between challenges and opportunities when becoming an extensive reader. The digital story ended with a reflection on the action of the participants when engaged in extensive reading and its learning tasks. The present research suggests that extensive reading teachers should involve students in meaningful but flexible online activities to develop reading habit and interest, particularly during the COVID-19 pandemic.Originality/valueAmple studies have investigated how students experience extensive reading class situated in either online or offline setting. However, few studies have explored students' voices when they have to do extensive reading online during university closure due to COVID-19 pandemic. In addition, this study investigates students' voice from DST as a data collection technique.

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Mobile-based Extensive Reading

Cited by 11 publications

References 18 publications

Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

An Insight Into Blog Use in Efl Reading Class

A tale from extensive readers in an online extensive reading classroom

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