Online Extensive Reading: A Friend or Foe

Yıl 2023, , 100 - 113, 30.08.2023

Mevlüdiye Ucaçelik , Ahmet Şahan

https://doi.org/10.47806/ijesacademic.1285121

Öz

The study looked into the perceptions of EFL instructors working at schools of foreign languages at various universities throughout Turkey in order to better understand the effects of Online Extensive Reading (OER) on language learning and the difficulties regarding its implementation. A mixed-type descriptive study design was used to achieve the aim of the study, and the data were collected through semi-structured interviews and an online questionnaire. The questionnaire was completed by 181 EFL instructors, and 10 of them took part in the interviews. The quantitative data analysis was performed via SPSS.23 and frequencies and percentages were calculated. The qualitative data analysis which resulted in the formation of various themes and codes was carried out via MAXQDA. The results revealed that while the instructors held favourable perceptions towards the effects of OER on language learning including its benefits on reading, writing, and vocabulary, they were worried about certain difficulties including hectic schedules, student motivation, school curriculums, exams, and their technical expertise. Overall, it was concluded that despite the instructors' favourable perceptions of OER, it is not a practice that is frequently used in higher education in Turkey due to the instructors' lack of knowledge of OER and the difficulties they mentioned.

Anahtar Kelimeler

extensive reading, challenges, instructors’ perceptions, online extensive reading, reading

Kaynakça

• Aghar, T. A., Demirci, H. C., Houjeir, R., McMinn, M., & Alzaabi, K. a. S. (2022). Investigating Arabic teachers’ perceptions of extensive reading practices in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2162701
• Alavi, S., & Keyvanshekouh, A. (2012). using the moodlereader as an extensive reading tool and its effect on Iranian EFL students’ incidental vocabulary learning. English Language Teaching, 5(6). https://doi.org/10.5539/elt.v5n6p135
• 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), 247. https://doi.org/10.5296/ijl.v6i2.5551
• Arnold, N. (2009). Online extensive reading for advanced foreign language learners: An evaluation study. Foreign Language Annals, 42(2), 340–366. https://doi.org/10.1111/j.1944-9720.2009.01024.x
• Asraf, R. M., & Ahmad, I. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15(2), 83–102.
• Bell, T. A. (2001). Extensive reading: speed and comprehension. The Reading Matrix : An International Online Journal, 1(1), 1-13.
• Bowman, A. (2017). Are there any negative aspects to doing extensive reading?. Journal of the Organization for General Education, 5(1), 53-63.
• Bui, T. N., & Macalister, J. (2021). Online extensive reading in an EFL context: Investigating reading fluency and perceptions. Reading in a Foreign Language, 33(1), 1-29.
• Chen, C., Chen, S., Chen, S. H., & Wey, S. (2013). The effects of extensive reading via e-books on tertiary level EFL students’ reading attitude, reading comprehension, and vocabulary. Turkish Online Journal of Educational Technology, 12(2), 303–312.
• Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and perceptions. IALLT Journal of Language Learning Technology, 45(1), 70-90. https://doi.org/10.17161/iallt.v45i1.8550 Day, R. O., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136–141.
• DoHuy, L., Hull, J., & Tepsuriwong, S. (2006). Effects of extensive reading on students’ perceptions of reading ability and use of reading strategies. REFLections, 8, 52–62.
• Firda, I. D. L., Widiati, U., Laksmi, E. D., & Hayati, N. (2018). Attitudes toward extensive reading among english teachers of senior high schools. Jurnal Ilmu Pendidikan, 24(1), 1. https://doi.org/10.17977/um048v24i1p1-9
• Howarth, M., & Bollen, D. (2020). Teacher perceptions of an online extensive reading platform. 崇城大学紀要 = Bulletin of Sojo University, 35–40. https://doi.org/10.2307/2392366 Huang, Y. C. (2015). Why don’t they do it?: A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1). https://doi.org/10.1080/2331186X.2015.1099187
• Lee, S. Y. (2014). Optimizing the effects of extensive reading through blogging. 英語教學期刊, 38(2), 1–27. https://doi.org/10.6330/etl.2014.38.2.01
• 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. https://doi.org/10.1177/0033688210362609
• Mason, B. N. (2003). A study of extensive reading and the development of grammatical accuracy by Japanese university students learning English (3116959) [ Doctoral Dissertation, Nanzan University]. Proquest.
• Megniste, A. (2011). Extensive reading: perception and practice preparatory-i program in focus [Unpublished MA Dissertation]. Addis Ababa University
• Namaziandost, E., Alekasir, S., Sawalmeh, M. H. M., & Miftah, M. Z. (2020). Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1856764
• Permatasari, I., Wijayanto, A., & Kristina, D. (2020). Extensive reading on wattpad and its benefits to students’ english skills: Students’ perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 3(4), 518–530. https://doi.org/10.34050/elsjish.v3i4.11714
• Pino-Silva, J. (2006). Extensive reading through the Internet: Is it worth the while?. The Reading Matrix, 6(1), 85-96.
• Puripunyavanich, M. (2021). Revealing university students' attitudes toward online extensive reading in Thailand. REFLections, 28(2), 267-292
• Puripunyavanich, M. (2022). The implementation of a large-scale online extensive reading program in Thailand—From decision-making to application. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 320-360.
• Rahmany, R., Zarei, A. A., & Gilak, S. (2013). The effect of extensive reading on Iranian EFL learners’ motivation for speaking. Journal of Language Teaching and Research, 4(6). https://doi.org/10.4304/jltr.4.6.1238-1246
• Rodrigo, V., Greenberg, D., & Segal, D. M. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in a Foreign Language, 26(1), 73–91.
• Savaş, B. (2009, March 1). An application of extensive reading to English for academic purposes programs at tertiary level for functional academic literacy: A Turkish case-study. ASp, 55, 65–84. https://doi.org/10.4000/asp.254
• Smadi, O., & Al-Zawahreh, A. (2013). The effect of a printed extensive reading instructional program on Jordanian secondary stage students' proficiency in English. European Scientific Journal, 9(16), 170-187.
• Tezdiker, F. (2007). Extensive reading: An analysis of students’ and teachers’ perceptions of strengths, weaknesses, and goal attainment (209582) [MA Dissertation, Bilkent University]. Ulusal Tez Merkezi.
• Tien, C. Y. (2015). A large-scale study on extensive reading program for non- English majors: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46–54. https://doi.org/10.7575/aiac.ijalel.v.4n.4p.46
• Trykacz, K. (2019). Investigating Swedish EFL teachers’ attitudes towards extensive reading practices in upper secondary education. University of Stockholm, 1-35.
• Waring, R., & Husna, N. (2019). Expectations and experiences of Indonesian teachers who have, and have not, done extensive reading. TEFLIN Journal - a Publication on the Teaching and Learning of English, 30(2), 153. https://doi.org/10.15639/teflinjournal.v30i2/153-170
• Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263.
• Yılmaz, M. (2014). English as a foreign language learners’ perceptions of CALL and incidental vocabulary development via and online extensive reading program. (379992) [MA Dissertation, Middle East Technical University]. Ulusal Tez Merkezi.
• Zhou, J., & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125.