Extensive reading practices in the Arabian Gulf region

Year 2021, Volume: 7 Issue: 1, 222 - 239, 08.04.2021

Joel C. Meniado

https://doi.org/10.32601/ejal.911262

Cited By: 2

Abstract

This study examined the English extensive reading (ER) programs across the Arabian Gulf region. It investigated the ER models and approaches adopted by different higher education institutions (HEIs) in the region, their ER practices and activities, and the challenges they encountered in implementing their ER programs. Utilizing qualitative research design with seventeen (17) cases from prominent colleges and universities in Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Oman, and Kuwait, the study found that most English ER programs in the region adopted the Graded Readers approach with the Supervised-Modified ER model and course-component integration scheme. The study further discovered that the ER programs varied in terms of duration, number of hours and sessions, target number of words, required number of books read, engagement and enrichment activities, and assessment system. Lastly, the study also found that HEIs in the region experienced challenges in sustaining meaningful, varied, and sufficient resources, changing the negative attitudes of the stakeholders toward extensive reading, providing more sufficient space for ER in English language curriculum, and building a strong culture of reading in the community as a whole. The study concludes with recommendations on how to improve English ER implementation in the Arabian Gulf region.

Keywords

Extensive reading, extensive reading practices, reading program, reading in the Arab world, teaching reading

References

• Abdellah, A. (2013). Training Saudi English majors in extensive reading to develop their standard-based reading skills. Journal of King Saud University –Languages and Translation, 25, 13-20. http://dx.doi.org/10.1016/j.jksult.2012.12.002
• Al-Damen, T. M. (2018). The effectiveness of M-reader in promoting extensive reading among Arab EFL learners. Arab World English Journal (AWEJ). Proceedings of 1st MEC TESOL Conference 2018, 3-23. https://dx.doi.org/1024093/awej/MEC1.1
• Al-Hammad, N. M. (2009). The role of extensive reading in L2 vocabulary acquisition: An empirical study on Saudi female students of the Department of English, King Saudi University (Unpublished master’s thesis). King Saud University, Saudi Arabia.
• Al-Homoud, F. A., & Alsalloum, M. S. (2012). The effects of extensive reading on the breadth and depth of vocabulary knowledge and reading speed. Extensive Reading World Congress Proceedings, 1, 65-67. Retrieved from http://erfoundation.org/ proceedings/erwc1-AlHomoud-Alsalloum.pdf
• Al-Homoud, F. A., & Schmitt, N. (2009). Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13(4), 383-401. http://dx.doi.org/10.1177/ 136216880 9341508
• Al-Mahrooqi, R., & Denman, C. (2016). Establishing a reading culture in Arabic and English in Oman. Arab World English Journal, 7(1), 5-17. http://dx.doi.org/10.24093/awej/vol7no1.1
• Al-Mansour, N. S., & Al-Shorman, R. A. (2014). The effect of an extensive reading program on the writing performance of Saudi EFL university students. International Journal of Linguistics, 6(2), 258-275. http://dx.doi.org/10.5296/ijl.v6i2.5551
• Al-Nafisah, K. I. (2015). The effectiveness of an extensive reading program in developing Saudi EFL university students’ reading comprehension. Arab World English Journal, 6(2), 98-109. http://dx.doi.org/10.2139/ssrn.2834380
• Al-Qahtani, A. A. (2016). Why do Saudi EFL readers exhibit poor reading abilities? English Language and Literature Studies, 6(1), 1-15. http://dx.doi.org/10.5539/ells. v6n1p1
• Bamford, J., & Day, R. (2002). Top 10 principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
• Bamford, J., & Day, R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge, England: Cambridge University Press.
• Bell, T. (1998). Extensive reading: why? and how?. The Internet TESL Journal, 4(12). http://iteslj.org/Articles/Bell-Reading.html
• Campbell, J., & Weatherford, Y. (2013). Using M-Reader to motivate students to read. In S. Miles & M. Brierley (Eds.), Extensive Reading World Congress Proceedings (pp. 1-12). Seoul: Extensive Reading Foundation. Retrieved from http://erfoundation.org /ERWC2-Proceedings.pdf
• Chang, A.C.S., & Renandya, W.A. (2017). Current practice of extensive reading in Asia. The Reading Matrix, 17(1), 40-58. http://www.readingmatrix.com/files/16- 4vj138u3.pdf
• Chien, C. C., & Yu, K. (2015). Applying extensive reading to improve unmotivated learners’ attitudes toward reading in English. International Journal of Learning, Teaching and Educational Research, 13(2), 1-25. https://www.ijlter.org/index.php/ ijlter/article/view/ 356/193
• Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: student performance and perceptions. IALLT Journal of Language Learning Technologies, 45(1), 70-90. https://doi.org/10.17161/iallt.v45i1.8550
• Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301. http://nflrc.hawaii.edu/rfl/October2015/discussions/day.pdf
• Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press.
• Day, R., et al. (2011). Bringing extensive reading into the classroom. Oxford: Oxford University Press.
• Demirci, H.C. (2019). Extensive reading in the English as a second language classroom – Motivating and engaging male Emirati students in a higher education context (uk.bl.ethos.778500) [Doctoral thesis, University of Liverpool]. https://dx.doi.org/10.17638/03045793
• Domenica, P. (2010). Extensive reading in the classroom. MA TESOL Collection. Paper 486. https://core.ac.uk/download/pdf/232729306.pdf
• Educational Testing Service [ETS]. (2015). Test and score data summary for TOEFL iBT tests: January 2014-December 2014 test data. New Jersey: Educational Testing Service. https://origin-www.ets.org/s/toefl/pdf/toefl_tsds_data_2014.pdf
• Educational Testing Service [ETS]. (2016). Test and score data summary for TOEFL iBT tests: January 2015-December 2015 test data. New Jersey: Educational Testing Service. https://www.ets.org/s/toefl/pdf/toefl_tsda_data_2015.pdf
• Educational Testing Service [ETS]. (2017). Test and score data summary for TOEFL iBT tests: January 2016-December 2016 test data. New Jersey: Educational Testing Service. https://origin-www.ets.org/s/toefl/pdf/toefl_tsds_data_2016.pdf
• Educational Testing Service [ETS]. (2018). Test and score data summary for TOEFL iBT tests: January 2017-December 2017 test data. New Jersey: Educational Testing Service. https://origin-www.ets.org/s/toefl/pdf/toefl_tsds_data_2017.pdf
• Educational Testing Service [ETS]. (2019). Test and score data summary for TOEFL iBT tests: January 2018-December 2018 test data. New Jersey: Educational Testing Service. https://www.toefl-ibt.jp/dcms_media/other/toefl_data.pdf
• EF Education First. (2019). EF EPI: English proficiency index. Luzern: EF Education First Ltd. Retrieved from https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/legacy/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf
• Erguvan, D. (2016). Students’ attitudes toward extensive and intensive reading and instructors’ motivational strategies. Arab World English Journal, 7(2), 136-150. http://dx.doi.org/10.24093/awej/vol7no2.9
• Green, C. (2005). Integrating extensive reading in the task-based curriculum. ELT Journal, 59(4), 306-311. https://dx.doi.org/10.1093/elt/cci059
• Hinkelman, D. (2013). Blending technologies in extensive reading: MoodleReader in a Japanese university EFL program.In S. Miles & M. Brierley (Eds.), Extensive Reading World Congress Proceedings (pp. 91-100). Seoul: Extensive Reading Foundation. Retrieved from http://erfoundation.org/ERWC2-Proceedings.pdf
• Huang, Y. C. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1), 1099187. https://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1099187
• IELTS Partners. (2020). Test taker performance 2018. Retrieved from https://www.ielts.org/research/test-taker-performance
• Krashen, S. [Stephen Krashen]. (2019, December 26). Optimal input [Video]. YouTube. https://www.youtube.com/watch?v=S_j4JELf8DA
• Lin, C.C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78(2014), 48-59. http://dx.doi.org/10.1016/j.compedu.2014.05.004
• Macalister, J. (2008). Integrating extensive reading into an English for academic purposes program. The Reading Matrix, 8(1), 23-33. http://www.readingmatrix.com/articles/macalister/article.pdf
• Macalister, J. (2010). Investigating teacher attitudes to extensive reading practices in higher education: Why isn’t everyone doing it? RELC Journal, 41(1), 59-75. http://dx.doi.org/10.1177/0033688210362609
• Maley, A. (2009). Extensive reading: why it is good for our students… and for us. Retrieved from https://www.teachingenglish.org.uk/article/extensive-reading-why-it- good-our-students%E2%80%A6-us
• Meniado, J.C. (2018). Integrating extensive reading in a college preparatory year program: Perceptions, challenges, and possibilities. International Journal of English Language Education, 6(2), 50-68. https://doi.org/10.5296/ijele.v6i2.13624
• Mertler, C.A. (2019). Introduction to educational research (2nd ed.). California: Sage Publications.
• Milliner, B. (2017). One year of extensive reading on smartphones: A report. JALLTCALL Journal, 13(1), 49-58. Retrieved from https://files.eric.ed.gov/fulltext /EJ1141027.pdf
• Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly 49(1), pp. 6-37. https://dx.foi.org/10.1002/tesq.157
• Park, A.Y. (2020). A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners. Studies in Second Language Learning and Teaching, 10(2), pp. 337-358. http://dx.doi.org/10.14746/ssllt.2020.10.2.6
• Peel, M. (2015). Implementing an extensive reading program in an intensive university EAP curriculum (MA TESOL Collection 706) [Master’s thesis, SIT Graduate Institute]. https://digitalcollections.sit.edu/ipp_collection/706
• Robb, T. & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247. http://nflrc.hawaii.edu/rfl/October2013/articles/robb.pdf
• Salameh, L. A. (2017). Investigating the effect of extensive reading on EFL learners’ reading attitudes at Hail University in KSA. Journal of Education and Practice, 8(8), 7- 15. http://www.iiste.org/Journals/index.php/JEP/article/view /36028/37022.
• Schleicher, A. (2019). PISA 2018: Insights and interpretations. Paris, France: Organization for Economic Co-operation and Development [OECD].
• Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. https://doi.org/10.1002/rrq.152
• Walker, C. (1997). A self-access extensive reading project using graded readers (with particular reference to students of English for academic purposes). Reading in a Foreign Language, 11(1), 121-149. http://nflrc.hawaii.edu/rfl/PastIssues/rfl111 walker.pdf
• Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263. https://files.eric.ed.gov/fulltext/EJ1015763.pdf