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Extensive reading in an EFL classroom: Impact and learners’ perceptions

Yıl 2021, , 109 - 131, 08.04.2021
https://doi.org/10.32601/ejal.911195

Öz

A number of studies have suggested that extensive reading can lead to gains in different language skills. Few studies on extensive reading have been conducted outside the East Asia classroom setting. This study investigated the impact of an extensive reading programme conducted over 12 weeks with 90-minutes group sessions 3 times a week involving 10 Jordanian Arabic first language English foreign language learners with low-intermediate proficiency. The participants were situated in a print-rich environment, and given access to a library of graded readers, and did various extensive reading activities in and out of class. The participants were assessed for reading fluency and vocabulary knowledge before during and after the programme. In addition, the participants’ perceptions of extensive reading were explored. A mixed-methods action research design was employed over an extensive reading programme. Data were collected from multiple sources (e.g., tests, interviews and diaries), and the results were both statistically and thematically analysed. The findings of the study indicate that the impact of the extensive reading approach was positive on the learners’ reading fluency and vocabulary knowledge. The results also revealed a positive correlation between the amount of reading and reading fluency and vocabulary knowledge. The learners’ perceptions of the extensive reading approach and its implications are also discussed.

Kaynakça

  • Alhabahba, M. M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in Jordan: Some recent trends and challenges. Cogent Education, 3(1). https://doaj.org/article/77874dce40a04f018af8fcc75e5a0494.
  • Al-Homoud, F., & 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.https://doi.org/10.1177/1362168809341508.
  • Al-Mahrooqi, R., & Denman, C. (2016). Establishing a reading culture in Arabic and English in Oman. Arab World English Journal, 7(1), 5-17. https://dx.doi.org/10.24093/awej/vol7no1.1.
  • Al-Mansoor, M., & Alshoorman, R. (2014). The effect of an extensive reading program on the writing performance of Saudi EFL university students. International Journal of Linguistics, 6(2), 256- 275. https://doi.org/10.5296/ijl.v6i2.5551.
  • Anderson, N. (1999). Improving reading speed: Activities for the classroom. English Teaching Forum, 37(2), 1-5.
  • Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21, 6-8. Retrieved from https://jalt-publications.org/tlt/articles/2132- extensive-reading-what-it-why-bother.
  • Bamford, J. and Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
  • Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26(1), 29-48. Retrieved from https://nflrc.hawaii.edu/rfl/April2014/articles/beglar.pdf.
  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners' reading rates. Language Learning, 62, 665–703. https://doi.org/10.1111/j.1467-9922.2011.00651.x.
  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1, 1–13. Retrieved from http://www.readingmatrix.com/articles/bell/index.html.
  • Brown, H. D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63(3), 238-245. DOI: 10.1093/elt/ccn041.
  • Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
  • Cirocki, A. (2009). Implementing the ER approach to literature in the EFL secondary classroom: An action research study. In A. Cirocki (Ed.), Extensive reading in English language teaching (pp.521-546). Munich, Germany: Lincom.
  • Cirocki, A. (2013). The reading portfolio: A tool for learning and assessment in the secondary school EFL classroom. The International Journal of Innovation in English Language Teaching and Research, 2(2), 223-240.
  • Coghlan, D., & Brydon-Miller, M. (2014). The Sage encyclopedia of action research. London: Sage.
  • Creswell, J. W. (2013). Qualitative Inquiry and research design choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Davis, C. (1995). ER: An expensive extravagance? ELT Journal, 49(4), 329-36. https://doi.org/10.1093/elt/49.4.329.
  • Day, R.R. (2013). Creating a successful extensive reading program. TESL Reporter, 46(1&2), 10-20.
  • Day, R.R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
  • Day, R.R., Bassett, J., Bowler, B., Parminter, S., Bullard, N., Furr, M., Prentice, M., Mahmood, M., Stewart, D., & Robb, T (Eds.). (2011). Bringing extensive reading into the classroom. Oxford: Oxford University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
  • Fernandez de Morgado, N. (2009). Extensive reading: Students’ performance and perception. The Reading Matrix, 9, 31-43. Retrieved from http://www.readingmatrix.com/articles/morgado/article.pdf.
  • Grabe, W. (1988). Reassessing the term “interactive.” In P.L.Carrell, J. Devince, & D.E. Eskey (Eds.), Interactive approaches to second language reading (pp. 56-70). Cambridge: Cambridge University Press.
  • Grabe, W. (2009). Reading in a second language: moving from theory to practice. New York: Cambridge University Press.
  • Grabe, W., & Stoller, F.L. (2011). Teaching and researching reading. (2nd ed.). Harlow, Essex: Pearson.
  • Gravetter, F., & Wallnau, L . (2000) Statistics for the behavioral sciences. Wadsworth / Thomson Learning: Stamford
  • Gries, S. (2009). Quantitative corpus linguistics with R: A practical introduction. London: Sage.
  • Hill, D. R., 2008. Graded readers in English. ELT Journal, 62(2), 184–204. https://doi.org/10.1093/elt/ccn006.
  • Haladyna, T.M. (1999) Developing and validating multiple-choice test items. Lawrence Erlbaum, New Jersey
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355-382. DOI: 10.1353/cml.2005.0018.
  • Horst, M. (2009). Developing definitional vocabulary knowledge and lexical access speed through extensive reading. In Z. Han, & N. J. Anderson (Eds.), Second language reading research and instruction (pp.40-64). Ann Arbor, MI: The University of Michigan Press.
  • Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33. Retrieved from https://nflrc.hawaii.edu/rfl/October2014/articles/huffman.pdf.
  • Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91. Retrieved from https://nflrc.hawaii.edu/rfl/April2008/iwahori/iwahori.html.
  • Jacobs, G.M., & Farrell, T.S.C. (2012). Teachers Sourcebook for Extensive Reading. Charlotte, NC: Information Age Publishing.
  • Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
  • Krahsen, S., 1989. We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, pp.440-464.
  • Krashen, S. (2011). Free voluntary reading. Portsmouth, NH: Heinemann.
  • Krashen, S., & Cho, K.S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.
  • Kweon, S.O., & Kim, H.R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language, 20(2), 191-215. Retrieved from https://nflrc.hawaii.edu/rfl/October2008/kweon/kweon.html.
  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. https://doi.org/:10. 1016/0010- 0285(74)90015-2.
  • Lai, F. K. (1993). The effect of a summer reading course on reading and writing skills. System, 21(1), 87-100.
  • Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 81-102. https://doi.org/:10.1016/S0346-251X(96)00063-2.
  • McLean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106. DOI: 10.1016/j.system.2017.09.003.
  • McNiff, J. (2014). Writing and doing action research. London: Sage.
  • Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-37. https://doi.org/10.1002/tesq.157.
  • Nathan, R. G., & Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory into Practice, 30, 176-184. https://doi.org/:10. 1080/00405849109543498.
  • Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19(2), 76–105. Retrieved from https://nflrc.hawaii.edu/rfl/October2007/nishino/nishino.html.
  • Perfetti, C.A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 8, 293-304. https://doi.org/10.1080/10888430701530730.
  • Rajab, H., & Al-Sadi, A. (2015). An empirical study of reading habits and interests of Saudi university EFL learners. International Journal of Linguistics, 7(2), pp.1-17. https://doi.org/10.5296/ijl.v7i2.7034.
  • Revesz, A. (2012). Coding second language data validly and reliably. In A. Mackey, & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 203-221). Oxford: Wiley-Blackwell.
  • Ro, E., & Chen, C. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language, 26(1), 49-72. Retrieved from https://nflrc.hawaii.edu/rfl/April2014/articles/ro.pdf.
  • Robb, T., & Susser, B. (1989). Extensive reading vs. Skills building in an EFL context. Reading in a Foreign Language, 5, 239-251.
  • Schumann, F., & Schumann, J. (1997). Diary of a language learner: An introspective study of second language learning. In H.D. Brown, C. Yorio, & R. Crymes (Eds.), Teaching and learning English as a second language: Trends in research and practice (pp.241-249). Washington, DC: TESOL.
  • Senoo, Y., & Yonemoto, K. (2014). Vocabulary learning through extensive reading: A case study. The Canadian Journal of Applied Linguistics, 17(2), 1-22. https://doaj.org/article/d502969336af4b4283e109235b9c6c46.
  • Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read. (5th ed.). Hillsdale, NJ: Erlbaum.
  • Tabata-Sandom, M. (2017). L2 Japanese learners' responses to translation, speed reading, and" pleasure reading" as a form of extensive reading. Reading in a Foreign Language, 29(1), 113-132.
  • Yamamoto, Y. (2011). Bringing the gap between receptive and productive vocabulary size through extensive reading. The Reading Matrix, 11(3), 226–242. Retrieved from http://www.readingmatrix.com/articles/september_2011/yamamoto.pdf.
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.
  • Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25, pp.248–263.
Yıl 2021, , 109 - 131, 08.04.2021
https://doi.org/10.32601/ejal.911195

Öz

Kaynakça

  • Alhabahba, M. M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in Jordan: Some recent trends and challenges. Cogent Education, 3(1). https://doaj.org/article/77874dce40a04f018af8fcc75e5a0494.
  • Al-Homoud, F., & 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.https://doi.org/10.1177/1362168809341508.
  • Al-Mahrooqi, R., & Denman, C. (2016). Establishing a reading culture in Arabic and English in Oman. Arab World English Journal, 7(1), 5-17. https://dx.doi.org/10.24093/awej/vol7no1.1.
  • Al-Mansoor, M., & Alshoorman, R. (2014). The effect of an extensive reading program on the writing performance of Saudi EFL university students. International Journal of Linguistics, 6(2), 256- 275. https://doi.org/10.5296/ijl.v6i2.5551.
  • Anderson, N. (1999). Improving reading speed: Activities for the classroom. English Teaching Forum, 37(2), 1-5.
  • Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21, 6-8. Retrieved from https://jalt-publications.org/tlt/articles/2132- extensive-reading-what-it-why-bother.
  • Bamford, J. and Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
  • Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26(1), 29-48. Retrieved from https://nflrc.hawaii.edu/rfl/April2014/articles/beglar.pdf.
  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners' reading rates. Language Learning, 62, 665–703. https://doi.org/10.1111/j.1467-9922.2011.00651.x.
  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1, 1–13. Retrieved from http://www.readingmatrix.com/articles/bell/index.html.
  • Brown, H. D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63(3), 238-245. DOI: 10.1093/elt/ccn041.
  • Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
  • Cirocki, A. (2009). Implementing the ER approach to literature in the EFL secondary classroom: An action research study. In A. Cirocki (Ed.), Extensive reading in English language teaching (pp.521-546). Munich, Germany: Lincom.
  • Cirocki, A. (2013). The reading portfolio: A tool for learning and assessment in the secondary school EFL classroom. The International Journal of Innovation in English Language Teaching and Research, 2(2), 223-240.
  • Coghlan, D., & Brydon-Miller, M. (2014). The Sage encyclopedia of action research. London: Sage.
  • Creswell, J. W. (2013). Qualitative Inquiry and research design choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Davis, C. (1995). ER: An expensive extravagance? ELT Journal, 49(4), 329-36. https://doi.org/10.1093/elt/49.4.329.
  • Day, R.R. (2013). Creating a successful extensive reading program. TESL Reporter, 46(1&2), 10-20.
  • Day, R.R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
  • Day, R.R., Bassett, J., Bowler, B., Parminter, S., Bullard, N., Furr, M., Prentice, M., Mahmood, M., Stewart, D., & Robb, T (Eds.). (2011). Bringing extensive reading into the classroom. Oxford: Oxford University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
  • Fernandez de Morgado, N. (2009). Extensive reading: Students’ performance and perception. The Reading Matrix, 9, 31-43. Retrieved from http://www.readingmatrix.com/articles/morgado/article.pdf.
  • Grabe, W. (1988). Reassessing the term “interactive.” In P.L.Carrell, J. Devince, & D.E. Eskey (Eds.), Interactive approaches to second language reading (pp. 56-70). Cambridge: Cambridge University Press.
  • Grabe, W. (2009). Reading in a second language: moving from theory to practice. New York: Cambridge University Press.
  • Grabe, W., & Stoller, F.L. (2011). Teaching and researching reading. (2nd ed.). Harlow, Essex: Pearson.
  • Gravetter, F., & Wallnau, L . (2000) Statistics for the behavioral sciences. Wadsworth / Thomson Learning: Stamford
  • Gries, S. (2009). Quantitative corpus linguistics with R: A practical introduction. London: Sage.
  • Hill, D. R., 2008. Graded readers in English. ELT Journal, 62(2), 184–204. https://doi.org/10.1093/elt/ccn006.
  • Haladyna, T.M. (1999) Developing and validating multiple-choice test items. Lawrence Erlbaum, New Jersey
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355-382. DOI: 10.1353/cml.2005.0018.
  • Horst, M. (2009). Developing definitional vocabulary knowledge and lexical access speed through extensive reading. In Z. Han, & N. J. Anderson (Eds.), Second language reading research and instruction (pp.40-64). Ann Arbor, MI: The University of Michigan Press.
  • Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33. Retrieved from https://nflrc.hawaii.edu/rfl/October2014/articles/huffman.pdf.
  • Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91. Retrieved from https://nflrc.hawaii.edu/rfl/April2008/iwahori/iwahori.html.
  • Jacobs, G.M., & Farrell, T.S.C. (2012). Teachers Sourcebook for Extensive Reading. Charlotte, NC: Information Age Publishing.
  • Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
  • Krahsen, S., 1989. We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, pp.440-464.
  • Krashen, S. (2011). Free voluntary reading. Portsmouth, NH: Heinemann.
  • Krashen, S., & Cho, K.S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.
  • Kweon, S.O., & Kim, H.R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language, 20(2), 191-215. Retrieved from https://nflrc.hawaii.edu/rfl/October2008/kweon/kweon.html.
  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. https://doi.org/:10. 1016/0010- 0285(74)90015-2.
  • Lai, F. K. (1993). The effect of a summer reading course on reading and writing skills. System, 21(1), 87-100.
  • Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 81-102. https://doi.org/:10.1016/S0346-251X(96)00063-2.
  • McLean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106. DOI: 10.1016/j.system.2017.09.003.
  • McNiff, J. (2014). Writing and doing action research. London: Sage.
  • Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-37. https://doi.org/10.1002/tesq.157.
  • Nathan, R. G., & Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory into Practice, 30, 176-184. https://doi.org/:10. 1080/00405849109543498.
  • Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19(2), 76–105. Retrieved from https://nflrc.hawaii.edu/rfl/October2007/nishino/nishino.html.
  • Perfetti, C.A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 8, 293-304. https://doi.org/10.1080/10888430701530730.
  • Rajab, H., & Al-Sadi, A. (2015). An empirical study of reading habits and interests of Saudi university EFL learners. International Journal of Linguistics, 7(2), pp.1-17. https://doi.org/10.5296/ijl.v7i2.7034.
  • Revesz, A. (2012). Coding second language data validly and reliably. In A. Mackey, & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 203-221). Oxford: Wiley-Blackwell.
  • Ro, E., & Chen, C. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language, 26(1), 49-72. Retrieved from https://nflrc.hawaii.edu/rfl/April2014/articles/ro.pdf.
  • Robb, T., & Susser, B. (1989). Extensive reading vs. Skills building in an EFL context. Reading in a Foreign Language, 5, 239-251.
  • Schumann, F., & Schumann, J. (1997). Diary of a language learner: An introspective study of second language learning. In H.D. Brown, C. Yorio, & R. Crymes (Eds.), Teaching and learning English as a second language: Trends in research and practice (pp.241-249). Washington, DC: TESOL.
  • Senoo, Y., & Yonemoto, K. (2014). Vocabulary learning through extensive reading: A case study. The Canadian Journal of Applied Linguistics, 17(2), 1-22. https://doaj.org/article/d502969336af4b4283e109235b9c6c46.
  • Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read. (5th ed.). Hillsdale, NJ: Erlbaum.
  • Tabata-Sandom, M. (2017). L2 Japanese learners' responses to translation, speed reading, and" pleasure reading" as a form of extensive reading. Reading in a Foreign Language, 29(1), 113-132.
  • Yamamoto, Y. (2011). Bringing the gap between receptive and productive vocabulary size through extensive reading. The Reading Matrix, 11(3), 226–242. Retrieved from http://www.readingmatrix.com/articles/september_2011/yamamoto.pdf.
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.
  • Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25, pp.248–263.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Mohammed Ateek Bu kişi benim 0000-0003-1342-7022

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Ateek, M. (2021). Extensive reading in an EFL classroom: Impact and learners’ perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109-131. https://doi.org/10.32601/ejal.911195