Fostering Learner Autonomy through Extensive Reading: The Case of Oral Book Reports

Year 2013, Volume: 2 Issue: 1, 16 - 25, 02.01.2014

Enisa Mede Görsev İnceçay Volkan İnceçay

Abstract

 

For the English as a foreign language context, one of the prevalent challenges faced is that the learners come to the class, wait to be taught and stop thinking about English as soon as they leave the classroom at the end of the school day. Extensive reading in many studies is suggested as a way to overcome this obstacle. Yet, how to foster learner autonomy through extensive reading is still a matter of discussion. Additionally, an extensive reading program, which does not include learner’s choice in selecting the material, will likely to be inconclusive. Having this in mind, this paper will report on foreign language learners’ and teachers’ perceptions regarding oral book report, a medium to promote learner autonomy in extensive reading courses across the English curriculum. This paper will also present the results of a case study where learners chose the graded reader and prepared an oral book report presentation to share their ideas with their peers. Data came from reflection papers, which foreign language learners kept for the purpose of this study, and semi-structured interviews carried out with learners and teachers of a language preparatory program at an English-medium private university located in Istanbul, Turkey. Findings and implications will be discussed in detail. 

Keywords

learner autonomy, extensive reading, oral book report

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