The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition

Abstract

Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second‐ and foreign‐language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The present research adds to the limited set of well‐controlled studies by investigating the impact of an extensive reading approach over a 15‐week semester on the reading comprehension, reading rate, and vocabulary acquisition of Korean university students studying English as a foreign language. A quasi‐experimental research design was employed using four intact classes: two control (n = 88) and two experimental (n = 83). The control classes received 100‐minute intensive reading instruction per week, whereas the experimental classes received equivalent 70‐minute intensive reading instruction and 30‐minute extensive reading instruction per week. A repeated‐measures multivariate analysis of variance revealed that the experimental classes significantly outperformed the control classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, vocabulary acquisition). Subsequent analyses of variance confirmed the positive impacts of extensive reading on all three areas. Instructional implications for extensive reading in second‐language curricula are discussed.

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

“…Research, with varying degrees of confidence, has reported beneficial effects of ER on various aspects of L2 ability, such as gains in reading speed and reading comprehension (Bell, 2001;He, 2014, Mermestein, 2014Suk, 2017;Tanaka & Stapleton, 2007), silent reading rate (Taguchi, Takayasu-Maass, & Gorsuch 2004), vocabulary knowledge (Tiryaki & Tütüniş, 2012;Wang, 2013), reading comprehension and vocabulary knowledge (Chen, Chen, Chen & Wey, 2013), grammatical competence (Sheu, 2003), and general English language proficiency (Al'zubi, 2014;Elley & Mangubhai, 1983;Yamashita, 2008), and development of writing skill (Al-Mansour & Al-Shorman, 2014;Kirin, 2010;Mermelstein, 2015). The benefits of ER is not limited with linguistic aspects alone, it is also found to boost students' L2 reading motivation (Fujito & Noro, 2009;Guo, 2012), L2 reading attitude (Atay, 2004;Ro & Park, 2016;Salameh, 2017;Yamashita, 2013), L2 reading self-efficacy (Burrows, 2012;Lake, 2014;Raissi & Roustaei, 2013), learner autonomy (Channuan & Wasanasomsithi, 2012;Mede, Incecay, & V. Incecay, 2013) and to lower L2 reading anxiety (Ro, 2013).…”

Students’ Attitudes Toward Undertaking Writing Activities on Extensive Reading

“…We believe that follow-up activities without too much accountability will not only promote ER per se, but also maximize its benefits when ER is well integrated with other pedagogical practices (see also Day & Bamford, 1998;Jacobs & Farrell, 2012;Suk, 2016). Most importantly, these student reflections clearly show that the combination of ER and ER writing is perceived as an ecological means of improving student writing ability, and is well aligned with the goals of this course on foundational academic ESL writing.…”

Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes

“…Since the course was TOEIC based General English lessons, it was reasonable to compare their reading and listening skills before and after the course. In addition, extensive reading has been attributed to English learners' vocabulary gain, and increased reading speed and comprehension (Namhee, 2017). Students were assigned to read at least six graded readers during the Fall semester of 2016 and expected to go through them at a pace of one book every two weeks.…”