Dissertations / Theses on the topic 'Extensive and Academic Reading'
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Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.
Full textEd.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
Nakanishi, Takayuki. "A Meta-Analysis of Extensive Reading Research." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/245857.
Full textEd.D.
The purpose of this study is to investigate the overall effectiveness of extensive reading, and whether learners' ages impact learning from extensive reading differently. The second purpose is to investigate whether the length of time that second language learners engaged in extensive reading influenced outcome measures, and if an effect is found, identify effective periods of time for learners to engage in extensive reading. Meta-analysis was used to investigate the trends shown by past empirical research, chart future research directions, and provide a means to create alternative hypotheses for future research. Two types of empirical studies were conducted: group contrasts of studies that included control groups and pre-post contrasts of studies that only include experimental groups. This meta-analysis included 34 studies that provided 43 unique effect sizes (22 effect sizes for group contrasts and 21 effect sizes for pre-post contrasts) and a total sample size of 3,942 participants. Students who received extensive reading instruction outperformed those who did not. The effect size was small for group contrasts (d = .46) and medium for pre-post contrasts (d = .71). Moderator variables for each contrast were examined to assess the impact of learners' ages and the length of instruction; however, all groups substantially overlapped with each other in terms of their confidence intervals, indicating no statistically significant difference among the groups. There was a small effect size for university students for the group contrast (d = .48), a medium effect for high school students (d = .61), a large effect for university students (d = 1.12), and a large effect for adults (d = 1.48) for pre-post contrasts. In terms of the length of instruction, both one semester of instruction (d = .36) and one year of instruction (d = .52) produced a small effect for group contrasts, while one year of instruction produced a medium effect (d = .74) for pre-post contrasts. In sum, the available extensive reading research to date suggests that extensive reading improves students' reading proficiency and should therefore be a part of foreign language reading curricula.
Temple University--Theses
Lai, Fung-kuen Eva, and 黎鳳娟. "Extensive reading as input for second language acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31232279.
Full textWong, Lai-see. "A study of extensive reading in secondary 1 English classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.
Full textJohansson, Emma. "Extensive Reading and Grammatical Development : A Case Study within SLA." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24521.
Full textLee, Ka-yee Kennedy. "Ways of integrating ICT in extensive reading a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B4003978X.
Full textWong, Lai-see, and 黃麗絲. "A study of extensive reading in secondary 1 English classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.
Full textLee, Ka-yee Kennedy, and 李嘉儀. "Ways of integrating ICT in extensive reading: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4003978X.
Full textTamrackitkun, K. "Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/11924/.
Full textLara, Hussein. "The Effectiveness of the Extensive Reading Approach for Facilitating Vocabulary Acquisition Through an Enhancement of Reading Motivation." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32558.
Full textAteek, Mohammed. "The impact and effectiveness of extensive reading in a Jordanian EFL classroom." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702190/.
Full textAteek, Mohammed. "The impact and effectiveness of extensive reading in a Jordanian EFL classroom." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/702190/1/Ateek_2017.pdf.
Full textAskildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
Full textStone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.
Full textMaxim, Hiram Hamilton. "The effects of extensive authentic reading on first-semester German students' reading comprehension, cultural horizon, and language proficiency /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textChien, C. K. Chang. "An exploration of the impact of extensive reading on L2 readers' metacognitive awareness and perceived use of reading strategies and reading comprehension." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546028.
Full textKingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.
Full textBerg, Mattsson Alexander. "Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42912.
Full textChen, Shuping Monica. "Extensive reading in five Hong Kong EMI secondary schools from a teacher cognition perspective /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43703811.
Full textHanslo, Karen L. "An Investigation into the Impact of an Extensive Reading Programme on the Reading Proficiency and Reading Motivation of a Class of Grade 9 Learners." University of Western Cape, 2016. http://hdl.handle.net/11394/6069.
Full textAlthough more than twenty years have passed since South Africa became a democracy and one education department was established, learners from poor socio-economic backgrounds still do not achieve good results in their matric examination. Despite the fact that educational opportunities should be equal for all learners, previously disadvantaged learners perform extremely poorly in national and international reading assessments. And because reading is a gateway skill, poor reading proficiency impacts negatively on learning across the curriculum. This contributes to major dropout rates and reinforces social problems such as unemployment. The literature on reading proficiency and reading motivation suggests that extensive reading programmes are successful both in developing and improving learners" reading proficiency and in motivating learners to adopt regular reading as a habit. Regular reading could also incidentally improve learners writing and verbal skills.
Irvine, Aileen. "Extensive reading and L2 development : a study of Hong Kong secondary learners of English." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/29171.
Full textLeon-Hernandez, Jose Luis. "Reflective extensive reading in a Mexican university : documenting the effects of a pedagogic intervention." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34576/.
Full textSuk, Namhee. "Impact of extensive reading in a Korean EFL university setting| A mixed methods study." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708188.
Full textThis study investigated the longitudinal impact of an extensive reading approach on Korean EFL university students? reading comprehension, reading rate, vocabulary acquisition, and motivation to read over a 15-week semester. The study also examined the relationship between two types of vocabulary tests (i.e., a generalized vocabulary knowledge test and individualized vocabulary knowledge tests) designed for the study. Additionally, students? perceptions of extensive reading throughout the semester were explored. A quasi-experimental research design was employed using four intact classes, two comparison (n = 88) and two experimental (n = 83) classes. The comparison classes received 100-minute intensive reading instruction per week whereas the experimental classes received 70-minute equivalent intensive reading instruction and 30-minute extensive reading instruction per week. A reading comprehension and rate test and a generalized vocabulary test were administered at pre- and post-tests. Sixty-two students in the experimental classes who read consistently throughout the semester also took individualized vocabulary tests to assess learning of the words that appeared in the reading materials read by individual students. Additionally, an extensive reading motivation questionnaire (post-test only) was administered to the experimental classes to determine which factors in the questionnaire would predict students' reading amount. Finally, a semi-structured interview protocol was employed at three different time intervals during the semester. Repeated-measures MANOVA revealed that the experimental classes significantly outperformed the intensive reading classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, and vocabulary acquisition). Results of the investigation of the relationship between the two types of vocabulary tests revealed that the two tests showed similar patterns in terms of measuring vocabulary knowledge as a result of extensive reading. Finally, in terms of the participants? motivation to read, a multiple regression analysis indicated that one predictor variable (i.e., Reading for Academic Achievement) was able to predict the participants? motivation to read. In addition, qualitative results from interviews with 19 students showed that the participants had positive extensive reading experience over a 15-week semester; their perceptions of extensive reading and extensive reading practices support the findings from the quantitative data. Implications for extensive reading in L2 curricula are discussed.
Chen, Shuping Monica, and 陳淑萍. "Extensive reading in five Hong Kong EMI secondary schools: from a teacher cognition perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43703811.
Full textJohnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
Full textID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
Park, A. Young. "A comparison of the impact of extensive and intensive reading approaches on the reading fluency, vocabulary knowledge and reading attitude of Korean secondary EFL learners." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682718.
Full textSampson, Neil Edward. "An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960.
Full textKajinga, Gilford. "Teacher's beliefs regarding the role of extensive reading in English language learning : a case study." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/291/.
Full textChiang, I.-Chin Nonie. "Can children and parents read happily ever after? : an investigation of extensive reading in Taiwan." Thesis, University of Newcastle Upon Tyne, 2009. http://hdl.handle.net/10443/903.
Full textChew, Lai-chun, and 趙麗珍. "Extensive reading in English: Hong Kong secondary one students' response to high-interest unsimplified stories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27739880.
Full textSin, Man-fai, and 冼文輝. "The evaluation of the implementation of the Chinese extensive reading scheme in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961927.
Full textSivardeen, Hussain Ziya Zaeem. "Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622530.
Full textKnezek, Lois Ann. "Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801951/.
Full textÖzkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.
Full textHernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.
Full textHenriksson, Martina. "An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21119.
Full textChou, I.-Chia. "Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387.
Full textPhillips, Susan. "The effects of an intensive reading programme on the academic performance of post-matric English Second Language students in Science." Thesis, 2004. http://hdl.handle.net/10500/2138.
Full textLinguistics
MA - SP APPLIED LINGUISTICS
Coleman, Mary F. "Promoting reading comprehension competence among English second language high school learners in a disadvantaged community." Diss., 2004. http://hdl.handle.net/10500/1138.
Full textTeacher Education
M.Ed. (Didactics)
Tsai, Hsin-Chieh, and 蔡欣潔. "Incorporating Extensive Reading in Two EFL University Level Reading Classes." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/07558498445409580941.
Full text義守大學
應用英語學系
102
Reading is believed to be a basic skill with which to learning foreign languages. Most fully-developed countries, England and America in particular, emphasize the importance of literacy (skills in reading and writing) in early learning. Comparatively, although an emphasis on early literacy acquisition in Taiwan has gained much attention, there is still room for improvement. Taiwanese students’ reading practices are insufficient after graduating from senior high school. To find out how a reading class is actually conducted in a higher educational context, this study intends to investigate the effectiveness of using extensive reading for two freshmen English reading classes at a private university in southern Taiwan. In this study, a questionnaire and semi-structured interviews were employed to collect data for two instructors and 88 subjects. Specifically, three research questions addressed in the study: (1) Is students’ reading ability improved by the practice of extensive reading?; (2) Does the length of the articles used in extensive reading have great impact on students’ reading performance?; and, (3) What are the instructors’ and students’ perceptions towards extensive reading used to improve English proficiency? The finding shows that students’ reading ability in the two classes did not improve significantly by adopting extensive reading. However, students’ attitudes towards the practice of extensive reading changed significantly over one semester. Based on the results, some implications have been proposed for EFL teachers interested in helping students improve their reading skills, enhance motivation, and change their reading attitudes extensive reading practice.
Yu-hua, Huan, and 宦玉華. "The Impact of Extensive Reading on the Sixth Graders' Reading Speed." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44934229286403331140.
Full text國立臺北教育大學
兒童英語教育學系碩士班
97
The purpose of this study was to explore the effects of extensive reading on the sixth graders’ reading speed and examine the interaction effect between text type and language proficiency during the reading process. Further, the subjects’ opinions of extensive reading were explored. This study was guided by three research questions. First, could an embedded extensive reading program enhance the reading speed of the sixth graders? Second, could text type and language proficiency result in the difference in the subjects’ reading speed? Third, what were the subjects’ opinions of the extensive reading program? 52 sixth graders at an elementary school in Taipei City taught by the researcher participated in the study from September 2008 to January 2009. They were divided into three groups according to their language proficiency: the higher-proficiency, average-proficiency and lower-proficiency. Participants at the same proficiency level were equally divided into two groups again to read two different types of texts: graded readers and picture books. The last fifteen minutes in each teaching period was allotted for extensive reading two times a week and the total reading period was 14 weeks. One-minute reading probes were administered before and after the extensive reading intervention. The data of the tests were analyzed by paired sample t-test and two-way ANOVA in SPSS statistic program. In addition, a questionnaire before the post-reading speed test was used to probe the students’ opinions of the extensive reading program. The results were presented by a descriptive analysis using frequencies and percentages that summarize the data. The results of the study showed that there was a significant increase of the reading speed in all the subjects, especially those at the high-proficient level and those in the graded reader group. However, when the comprehension of the text was considered, the average-proficient students’ performance was not statistically significant. Moreover, the interaction effect was found between text and language proficiency during the reading process. The simple main effect further indicated that picture books benefited the lower-proficient students more than graded readers with or without considering the comprehension of the reading speed text. Secondly, graded readers helped the average-proficient group to perform better on the reading speed test. Shown in their responses to questionnaire items, the students had positive opinions of extensive reading. They still deemed extensive reading to facilitate the increase of their reading speed though most of them confronted different levels of difficulties in extensive reading. Based on the results of this study, the researcher suggested that an extensive reading program be included in an elementary school curriculum if text and language proficiency are carefully managed. Given that the lower-proficient students possessed limited vocabulary and faced the difficulties more often while reading authentic materials like picture books, graded readers were recommended prior to picture books to ease their frustration and also other reading activities such as reading aloud or echo reading could be done before they were ready for independent reading. Graded readers were suitable for the average-proficient students to cultivate independent reading ability, but picture books could also be included for their reading strategy training in order to achieve the real comprehension. The higher-proficient students who already read independently might bring up other language abilities such as writing through extensive reading. Future researchers may choose different genres of texts or texts with various difficulty levels as the testing text to compare the effects on the subjects. Applying one-minute reading probes once a month is also suggested for observing the subjects’ change of their reading speed during the reading program. A control group can also be included in future studies.
Wu, Wen-chi, and 吳文琪. "Effects of Extensive Reading on Reading Performance of EFL High School Learners." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40871731864145621678.
Full text國立高雄師範大學
英語學系
100
The focus of this study was mainly on the effects of extensive reading (ER) on the English reading performance and English learning attitude in the Joint Technological & Vocational Education Entrance Exam (JTEE). The participants of the study were 45 senior students who were English majors in a private girls’ high school in Tainan City. After the 28-week ER project, based on the quantitative and qualitative data analyses, the findings of this research were summarized as follows: 1. ER made a significant difference in English reading performance in JTEE. 2. ER made a significant difference in English application performance in JTEE. 3. ER made a significant difference in English learning attitude. On the basis of the study findings, it is therefore suggested that English teachers involve ER in teaching, encourage students to read extensively, and form the habit of reading, in order to advance English learning.
Brose, Michael William, and 博麥克. "Extensive Reading in an International School: Reading Competence, Attitudes, Strategies, and Process." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/83dfsa.
Full text國立交通大學
英語教學研究所
106
Extensive reading has been found to benefit the development of many aspects of second language learner’s abilities. The current study has continued that aim by examining extensive reading on reading ability, reading attitude, reading strategies, and the reading process. A quantitative approach was used to examine the relationship between the variables. Twenty-three high school freshmen with a mean age of 14.30 years old, eleven male and twelve female, were Mandarin-Chinese L1 speakers. The study was conducted at an international school in northern Taiwan, where English was the medium of instruction in all subjects. The extensive reading program lasted for 13 weeks. One week before the start of the program, participants completed a background questionnaire, a reading comprehension pre-test (TOEFL Junior), a reading speed pre-test, a reading attitude questionnaire pre-test, a reading strategy pre-test, and a reading plan. During the 13-week extensive reading program, students completed weekly self-report reading surveys on graded reader books. The participants were given a choice to choose the number of graded readers, from 10 to 30 books, based on their desired grade for the course. After the 13-week treatment period, students completed a reading comprehension post-test (TOEFL Junior), a reading speed post-test, a reading attitude questionnaire post-test, and a reading strategy post-test. The data for all of the questionnaires, tests, and surveys were collected using Google Forms. The data was analyzed by using paired-sample t-tests and Pearson correlation coefficient. The findings revealed that extensive reading increased students’ reading comprehension and reading speed, and had a positive effect on reading attitude. However, reading strategies were not significant. Also, the results revealed that the students began the extensive reading program with very ambitious plans to consume a lot of graded reader books; however, during the program, the students ended up reading the minimum amount of graded reader books to receive a passing grade for the class. Moreover, the students’ reading habits suggest that teachers should provide assitance in developing students’ autonomous learning. For example, teachers could take a more proactive approach on teaching metacognitve strategies and guiding learners how to monitor their reading process and what steps could be taken to help reach their reading goals to become autonomous learners. The results of the present study contribute to the understanding that learners’ reading process should be monitored and evaluated to help develop autonomous learning. Suggestions for future research and pedagogy are explained in detail.
Ming, Huang Min, and 黃敏鳴. "The Analysis of the Influence of Extensive Reading on Learners' Reading Motivation and Reading Performance." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06713442546228263488.
Full text大葉大學
應用外語研究所
96
ABSTRACT The study aims to examine whether the practice of extensive reading can help college students improve their reading performance and motivation to read. Subjects were freshman students majoring in English at Da-Yeh University. Students in the experimental group were required to read 4 extensive readers and allowed to select their preferred reading materials from the Penguin Readers Series. To keep track of these participants’ reading process, students were requested to write books reports and give a presentation of their reflection on one of the books they read. A questionnaire was developed to measure students’ reading habit and motivation to read. The intermediate level GEPT reading test was used to measure students’ reading performance. To better understand the effect of extensive reading, interviews with the participants in the experimental group were also conducted. Analysis of students’ responses to the questionnaire showed that extensive reading gained the popularity of the subjects in the experimental group. They not only developed a more positive attitude toward the practice of freely selecting their own reading materials and but also improved their reading speed after the implementation of the program. No significant difference was found for the effect of extensive reading on students’ overall GEPT reading scores. However, after dividing students’ reading performance into three categories, vocabulary, cloze, and comprehension, further analysis of their reading scores showed some noteworthy results. First, both the experimental group and control group made a significant improvement in their vocabulary. This implies that extensive reading does help students gain more vocabulary; nevertheless, it may not be the only factor that contributes to the gaining of students’ vocabulary. Second, extensive reading fails to produce a significant difference between the pre- and posttest reading comprehension scores for the experimental group in the study. On the other hand, a significant difference was found for the control group. Unexpectedly, students’ posttest comprehension scores were found to be significantly lower than their pretest scores. The result may suggest that extensive reading could have at least exerted its influence on maintaining participants’ reading comprehension ability. One of the reasons that extensive reading fails to improve students’ reading performance may be due to limited time for the implementation of the program. During the interviews with the subjects in the experimental group, students demonstrated high expectation and eagerness to express their opinions. This indicated that their motivation and spontaneity in reading have been fairly enhanced. The most salient finding of the present study was that most participants felt that extensive reading was interesting and helpful.
Liao, Shu-min, and 廖淑敏. "THE EFFECTS OF EXTENSIVE READING AND REPEATED READING ON EFL SIXTH GRADE STUDENTS’ READING SPEED." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56942373091724840807.
Full text臺北市立教育大學
英語教學系碩士班
100
The purpose of the present study was to investigate and compare the effects of the two reading programs, Extensive Reading (ER) and Repeated Reading (RR), on EFL sixth grade students’ reading speed. Two intact classes, consisting of thirty-three and thirty-one students respectively, were selected from a public elementary school in Taipei City to participate in the study. The two classes of sixth grade students were randomly assigned to either the Extensive Reading program or the Repeated Reading program. The findings presented that within-group result showed that the ER program could improve the participants’ reading speed significantly better. However, within-group of the RR group, the RR program could not significantly improve the participants’ reading speed. In between-groups result, although the two reading programs did not make the significant differences on both groups’ post reading speed test, the participants in the ER program gained more improvements on their mean scores in their post reading speed test. The results of the study highlighted the importance of reading speed and the two reading programs, ER and RR, toward reading and reading speed in elementary school students.
Chang, Ching-yi, and 張靜宜. ")The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35945879605969477349.
Full text國立臺灣師範大學
英語學系在職進修碩士班
98
This study aimed to investigate how extensive reading affected vocational high school students’ reading comprehension, listening comprehension, vocabulary size, and attitudes. Two intact classes at a vocational high school in northern Taiwan were assigned as the experimental group and the control group. A twelve-week extensive reading program was incorporated as part of an elective course for the experimental group. With one class period every week spent on the program for one book, the experimental group students read graded readers or children’s literature silently and did comprehension worksheets. The control group, on the other hand, devoted the class period to doing exercises and having answers checked. Research data was collected from reading comprehension tests, listening comprehension tests, vocabulary levels tests, and a questionnaire. The results showed that extensive reading did not make a difference on reading comprehension and listening comprehension, as measured by the standardized GEPT. Moreover, although the experimental group made better improvements on their 1000-word-level and 2000-word-level vocabulary tests, the differences between the groups were not significant. It is therefore interpreted that the extensive program failed to facilitate students in expanding their vocabulary size at 1000-word level and 2000-word level. However, vocabulary growth in the experimental group at 3000-word level, was confirmed, indicating the impact of extensive reading on vocabulary size at a relatively higher level. Besides, responses on the questionnaire displayed students’ fondness and acknowledgement about the benefit extensive reading generated. The overall satisfactory outcomes of evaluation on the experimental group students in terms of their comprehension suggest the feasibility of an extensive reading program. Furthermore, the facilitation in vocabulary growth and attitude confirmed lends more support in the implementation of an extensive reading program.
Wang, Huai-Ching, and 王懷卿. "EXTENSIVE READING: STRATEGY USE AND MOTIVATION OF EFL LEARNERS." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53511569675732525677.
Full text銘傳大學
應用英語學系碩士在職專班
103
Many researchers have mentioned that learning strategies are the key for ESL learners in learning English (Rubin, 1987; Chamot & Kupper, 1989; Oxford, 1990). Also, research have shown that extensive reading benefits L2 learners in their reading skills and reading proficiency (Day & Bamford, 1998; Krashen, 1995). The extensive reading program is administered “to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading” (Richard & Schmidt, 2002, p.193-194). According to Wallace (2007), many EFL students struggle with achieving the reading level necessary to function at the appropriate grade level. Reading strategies could play an important role in strengthening students’ reading ability. With appropriate instruction of reading strategies, EFL learners could achieve better reading proficiency, and start to enjoy extensive reading. It is assumed that through guided extensive reading incorporated with reading strategy instruction, teachers could effectively help students in their reading proficiency. Motivation is also a crucial factor to help EFL learners in learning strategy use (Hsiao, 1997; Oxford & Nyikos, 1989). The researcher, in this study, tried to build up an English learning environment that integrate extensive reading and reading strategy instruction into regular classroom teaching. The study intends to examine EFL students’ English reading strategy use under the guided extensive reading context in a quantitative approach. Moreover, the students were found to be more instrumental motivated in the study. Also, their motivation was found significantly correlated with their learning strategy use. The finding is hoped to provide practical suggestions for teachers and students in the field of English education.
Yu-Ting, Hu, and 胡有庭. "EFL College Students’ Perceptions of Extensive Reading of English." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/41298511646665794470.
Full text南臺科技大學
應用英語系
104
Technological and vocational college students may not perform well on academic subjects including English. In order to enhance English ability of college students of English major, the Department of Applied English in one university of technology in southern Taiwan set up an extensive reading program. In this study, the researcher explored English major students’ perception on the activities of extensive reading, the benefits and difficulties of extensive reading and whether or not students perceived a flow experience while reading. The participants of this study were 168 technological college students who were requested to attend this program. They were English major students aged around 19 to 23. Their native languages are Mandarin and Taiwanese and they have been learning English for about ten years or more. Both quantitative and qualitative research methods were adopted in this study. Quantitative data included one questionnaire on students’ perceptions on extensive reading and on students’ flow experiences in extensive reading. The qualitative data were interviews with students to obtain more information about their perceptions of extensive reading, conditions of flow and reflection on benefits and difficulties of extensive reading. Finally, descriptive statistics were used to analyze the quantitive data, and Tesch’s approach for qualitative data. Major findings of the study were demonstrated as follows. First, most of the participants had positive opinion of extensive reading in English. They considered that reading in English could help them learn English, such as improving reading comprehension, reading fluency and acquiring more vocabulary. Second, the results showed that only a few participants were engrossed in English books that even forgot time and their troubles. The participants who encountered flow conditions expressed their favor of the book content and enjoyment of reading books. Third, the participants perceived the benefits of extensive reading as motivating them to read; and enhancing their reading comprehension, reading fluency and vocabulary. On the contrary, the difficulties participants perceived were too many unfamiliar vocabulary in the books; checking dictionary interrupted the fluency of reading and the participants lost their interest in reading English books and as a result, participants gradually lost patience and persistence to read books. Hence, it is suggested that teachers could provide some English books and help the participants choose appropriate books for them to read, and that participants read books they are interested in and also at their level. Besides, in order to build up reading habit, it is suggested that the participants read English books for ten minutes a day and gradually increase the amount of time.
Mermelstein, Aaron David, and 莫艾倫. "The Effects of Extensive Reading on 4th year Taiwanese University Student’s Reading Level, Reading Speed,and Perceptions of Reading." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09415069520562975879.
Full text淡江大學
英文學系博士班
101
For many English as a foreign language (EFL) or English as a second language (ESL) students, reading is their main learning goal and may be the most important language skill they will need. Throughout the world, reading has become one of the most emphasized skills in the EFL/ESL classrooms and this is also true in Taiwan. Although the current education system is achieving some success, it is lacking appropriate models for teaching vocabulary and reading and is generally not building students’ internal motivation towards learning ESL/ELF. In order to better enhance students’ reading abilities, EFL teachers need to develop teaching programs that apply teaching approaches, methodologies, and reading materials that are effective and match the students’ abilities and interests. Today there is also an enormous amount of research promoting the effectiveness of both extensive reading (ER) and free reading towards increasing learners’ reading abilities. This study is both qualitative and quantitative and its main purpose was to investigate whether or not ER would demonstrate a positive effect on enhancing students’ reading levels, reading speeds, and perceptions of English reading and their own English abilities. This 12 week study took place at a middle ranked Taiwanese university using forth year non-English major EFL students as its participants and used a communicative language teaching approach (CLT) instead of the widely used ALM. A weekly treatment of ER was provided using graded reader books and participant assessments were taken before and after the study. Interviews were also conducted throughout the study. After a thorough statistical analysis, the findings indicated significant gains in both reading levels and students’ perceptions. However, there were some, but not significant gains measured in reading speed. This study suggests that ER can provide an alternative approach to the ALM towards improving learners’ reading development and perceptions towards English.
YEH, TZU-CHEN, and 葉子禎. "The Effects of Extensive Reading on Taiwanese EFL Junior High School Students' Reading Comprehension and Reading Attitude." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/27025021803450192578.
Full text國立高雄師範大學
英語學系
104
The study aims at investigating the effects of extensive reading on EFL junior high school students’ reading comprehension, reading attitude as well as their responses to extensive reading and graded readers. The subjects of the study were 31 eighth graders in Wun Chang Junior High School in Taoyuan City. They read the self-selected graded readers from the school library in class and were encouraged to read for understanding without using a dictionary in a low-anxiety reading environment. The extensive reading program lasted 12 weeks. The data collected from the pre-post English reading proficiency tests, the questionnaires and the interview was analyzed quantitatively and qualitatively. Based on the results of the study, the findings of the study are summarized as follows. 1. Extensive reading enhanced EFL junior high school students’ reading comprehension 2. Extensive reading promoted EFL junior high school students’ positive attitude toward reading in English 3. EFL junior high school students responded positively to extensive reading and graded readers. On the basis of the study findings, it is suggested that English teachers can incorporate extensive reading into current English curriculum so as to promote students’ reading comprehension ability and positive attitude toward reading.