The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

Abstract

Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta–analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students’ vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

Free Voluntary Reading: Promoting Vocabulary Learning and Self-Directedness

“…Moreover, particularly interesting to the purposes of this study, literature shows that reading enhances vocabulary and spelling skills (Lee, Krashen, & Tse, 1997;Cho, Park, & Krashen, 2008). Similarly, Liu and Zhang (2018) analyzed the effectiveness of extensive reading on vocabulary learning in EFL environments, Results proved the significantly positive effect that extensive reading can have on English vocabulary learning. Hu and Nation (2000) also affirm that when the learner controls the reading skills, reading becomes a mean of vocabulary growth.…”

“…Hence, graded readers are major means of learning from input, since they contain controlled vocabulary according to student's' English proficiency levels; that is why Liu and Zhang (2018) suggested that teachers should adopt graded readers as extensive reading books. Research has also shown that those students with access to books interest to them tend to read more and better (Krashen, 2004;McQuillan, 1998).…”

“…The students were allotted 20 minutes to read the text and then, they were given 20 more minutes to write a review about it. Results of studies are more reliable if the same test version is used in the pretest and in the posttest (Liu & Zhang, 2018). Consequently, considering validity purposes, the teachers applied the same test at the beginning and at the end of the intervention, participants had to follow an established protocol for this purpose: all students had to complete the task in the given time, they were requested to work individually and they could not use any external help.…”

“…The implementation took place during the first academic semester in 2016 as shown in the timeline below (Figure 1). According to Liu and Zhang (2018), one semester (3-4 months) is the most appropriate length for extensive reading practices. …”

Systematic integration of extensive reading in the curriculum: Strategies and resources

“…Findings from empirical research in English as a foreign or second language (EFL/ESL) contexts have consistently demonstrated that ER has positive effects on students’ reading speed and fluency (Huffman, 2014; Masrai & Milton, 2018; Nutalak, 2019; Suk, 2017), reading comprehension (Al Zeidi & Al Quraini, 2019; Al‐Homoud & Schmitt, 2009; Suk, 2017), reading motivation and attitude (Jang, Kang, & Kim, 2015; Karlin & Romanko, 2010; Suk, 2018), vocabulary acquisition (Al‐Homoud & Schmitt, 2009; Alsaif & Masrai, 2019; Chang & Hu, 2018; Liu & Zhang, 2018; Masrai & Milton, 2018; Suk, 2017), and critical thinking (Eftekhary & Kalayeh, 2014; Husna, 2019). Table 1 highlights some recent research on ER and its major findings.…”