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.
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CITE/Language ArtsEd.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
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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.
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CITE/Language ArtsEd.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
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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.
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Wong, 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.
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Johansson, 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.
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This is a case study focusing on the effects of extensive reading. The study mainly deals with grammatical development and the relationship between input and output, but it also discusses learning strategies. The study aimed to answer the following question: To what extent, and in what ways, does extensive reading affect output and grammatical performance? The essay analyses the grammatical performance of a Spanish speaking PhD student in chemistry, whose main exposure to English was scientific literature during the study period. Accuracy tests were used in combination with free writing. The study did not find any direct, unquestionable relationship between extensive reading and grammatical development. Instead it shows the difficulty of separating input and output. However, the study indicates that output may be an effective tool for improving grammatical performance and that some focus on form may be necessary, at least for the grammatical development of adults. Furthermore, the study indicates that teaching may influence grammatical performance and, therefore, the presentation of grammar needs to be carefully considered.
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Lee, 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.
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Wong, 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.
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Lee, 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.
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Tamrackitkun, 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/.
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This study investigated reading comprehension, reading fluency and attitudes of students after exposure to extensive reading (ER), an approach to teaching and learning foreign languages without using a dictionary or focusing on grammar, but aiming to get learners to read extensively by choosing books on their own, for general comprehension, good reading habits and enjoyment (Day and Bamford 1998; Prowse 1999). It was conducted in the Thai context with English as foreign language (EFL) students at Rajamangala University of Technology Thanyaburi (RMUTT) in Thailand during a period of four months, one academic semester. The teaching procedure conformed to the principles of ER with a wide-ranging selection of graded reader books. Multiple measurements used to assess comprehension with three narrative texts were written recall protocol, and translation tests; multiple choice questions with twelve texts in timed reading to assess reading fluency; and a survey questionnaire as well as an in-depth interview to gather data on attitudes towards extensive reading. The study employed a double-control pre- and post-test (Solomon) design: two experimental groups (N = 52 and 50) and four control groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to separate out the effects caused by using the same instruments. The findings suggest positive effects of ER on the learners’ reading comprehension and provide conclusive evidence of reading fluency improvement together with a positive attitude towards ER. The study also revealed that credit or score is a key factor to encourage students to read and they preferred reading in a controlled situation in class including taking the tests of timed reading. The thesis discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that in order to maximize the benefits of ER, an adjustment of procedures is essential prior to the integration with language courses in the Thai and other similar contexts.
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Lara, 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.
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This study investigates the possible benefits of using the extensive reading approach as means of enhancing reading motivation, and through that improve and develop EFL (English as a Foreign Language) learners’ vocabular repertoire. According to the Swedish Media Council, almost 49% of the Swedish youth do not read books in their free time, and the numbers keep decreasing (Statens Medieråd, 2019). At a time where reading is no longer as common, several researchers have claimed that implementing the extensive reading approach in EFL classrooms gives space for incidental vocabulary acquisition to take place. It has been further argued that extensive reading is an appreciated approach by students, since it gives them the freedom to learn at their own pace. However, there is still some disagreement among researchers as to whether extensive reading does increase reading motivation or not. For this study, data and material were gathered through electronic searches from numerous educational databases to investigate this matter and provide an overview of the findings. The overall results indicate that extensive reading does have a beneficial impact on vocabulary acquisition, and that students are generally positive and receptive to extensive reading, especially when combined with reading-tasks and activities. However, further research is necessary to be able to understand whether vocabular gains from extensive reading actually are affected by reading motivation or not.
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Ateek, Mohammed. "The impact and effectiveness of extensive reading in a Jordanian EFL classroom." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702190/.
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Extensive reading, which implies reading large quantities of easy, comprehensible materials for pleasure, is widely believed to enhance foreign language learning through its wide range of benefits (e.g., increasing reading speed and vocabulary knowledge). Jordanian EFL students are reported to suffer from reading boredom, demotivation and lack of reading fluency and therefore this study proposed the extensive reading approach as a potential solution in a Jordanian EFL context. This study investigated the impact of an extensive reading approach on Jordanian EFL students’ reading speed, vocabulary knowledge, reading strategies, productive skills, motivation for and attitudes towards reading in the target language. A total of ten Jordanian EFL students participated in the study. They were situated in a print-rich environment, where they experienced flow reading and did various extensive reading activities in and out of class. A mixed methods action research design was employed over a 12-week extensive reading programme. Data were collected from multiple sources (e.g., tests, checklists, diaries, interviews and focus group) to add more credibility to the study. The resulting data were both statistically and thematically analysed. The findings of the study showed that the impact of the extensive reading approach was positive on the students’ language skills and motivation to read in the target language. The results also revealed a positive correlation between extensive reading and the language skills i.e., reading speed, vocabulary knowledge and reading strategies. As far as their productive skills were concerned, the results of the study showed little development in the students’ speaking skill and even less visible improvement in their writing skill. The implications of extensive reading in FL curricula are discussed.
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Ateek, 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.
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Extensive reading, which implies reading large quantities of easy, comprehensible materials for pleasure, is widely believed to enhance foreign language learning through its wide range of benefits (e.g., increasing reading speed and vocabulary knowledge). Jordanian EFL students are reported to suffer from reading boredom, demotivation and lack of reading fluency and therefore this study proposed the extensive reading approach as a potential solution in a Jordanian EFL context. This study investigated the impact of an extensive reading approach on Jordanian EFL students’ reading speed, vocabulary knowledge, reading strategies, productive skills, motivation for and attitudes towards reading in the target language.
A total of ten Jordanian EFL students participated in the study. They were situated in a print-rich environment, where they experienced flow reading and did various extensive reading activities in and out of class. A mixed methods action research design was employed over a 12-week extensive reading programme.
Data were collected from multiple sources (e.g., tests, checklists, diaries, interviews and focus group) to add more credibility to the study. The resulting data were both statistically and thematically analysed. The findings of the study showed that the impact of the extensive reading approach was positive on the students’ language skills and motivation to read in the target language. The results also revealed a positive correlation between extensive reading and the language skills i.e., reading speed, vocabulary knowledge and reading strategies. As far as their productive skills were concerned, the results of the study showed little development in the students’ speaking skill and even less visible improvement in their writing skill. The implications of extensive reading in FL curricula are discussed.
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Askildson, 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.
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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
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Stone, 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.
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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.
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Maxim, 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.
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Chien, 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.
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Kingham, 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.
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Berg, 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.
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The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in official policy documents. Through the means of a content analysis of a total of six in use ELT textbooks, the study discovers that few ELT textbooks include a satisfactory amount of reading materials and that there is a significant discrepancy between teaching materials intended for the separate orientations of upper secondary school in Sweden. It is also discovered that the set of textbooks largely reflect the current view of language teaching. The study concludes that the current practice of language teaching is ill-suited to counter the development of declining reading literacy and suggests an alternative methodology in extensive reading.
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Chen, 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.
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Hanslo, 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.
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Magister Educationis - MEd (Language Education)Although 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.
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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.
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Although extensive reading is regarded by many practitioners as a potentially very useful means of assisting L2 development, experimental enquiry into its effectiveness has so far produced little more than a collection of somewhat disparate findings. Nor has any attempt been made to categorically link any such research findings with second language acquisition theory. Consequently, we have no coherent, research-based theory of L2 extensive reading. Using data from a large-scale project implemented in Hong Kong secondary schools, the L2 English writing of students participating in an extensive reading scheme as part of the school curriculum was compared to that of non-participant students. Samples of timed narrative writing from 392 students in Secondaries 2 and 3 were rated holistically on a scale of 1 – 6 for overall quality, grammatical complexity, grammatical accuracy, vocabulary range, coherence, spelling and conventions of presentation. A subset of 150 compositions from two control and two experimental classes were further evaluated on a range of objective measures. Results from the two evaluation procedures were cross-referenced, and indicate that extensive reading in an L2 may benefit language development in quite specific ways. Findings are discussed within the context of current psycholinguistic and neurolinguistic theory and an explanation consistent with such theory is proposed. It is argued that, because it is likely to be subserved by a different memory system from that which subserved formal classroom instruction, extensive reading may enhance levels of automaticity, thus favouring the development of fluency, and, concomitantly, complexity and coherence. At low levels of L2 competence, extensive reading may also accelerate the acquisition of basic grammar through frequency effects.
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Leon-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/.
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Tronco Comun Universitario Inglés (TCUI) of the Benemerita Universidad Autonoma de Puebla (BUAP) in central Mexico is the context where this research originally developed. TCUI is the academic body responsible for the teaching of English as a Foreign Language (EFL) to all undergraduate students of the BUAP. BUAP consists of seven Unidades Regionales (Regional Branches) which are spread across the state of Puebla, making it one of the largest and most highly populated universities in the country. Administratively, BUAP consists of seven Divisiones de Estudios Superiores (DES) ― groups of departments sharing common academic roots. Each DES of the BUAP is made of Faculties, Schools and Institutes, each with their own interests and objectives. TCUI exists in every single Faculty, School or Institute of the BUAP, making English a common subject for every student.
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Suk, 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.
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This 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.
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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.
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Johnson, 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.
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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.ID: 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
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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.
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The Extensive Reading (ER) approach encourages learners to read large amounts of easy-to-understand material based on their individual interests and reading level. Although a number of empirical studies have confirmed the positive impact of ER on English as a Foreign Language (EFL) learners at tertiary educational institutions, few studies have focused on EFL learners at secondary schools. Exploring whether the ER approach can demonstrate a positive impact on secondary school EFL learners is of particular practical interest, since these learners are generally considered to be 'slow readers ' who have just begun reading in English. Situated in the Korean EFL secondary context, this quasi-experimental study compares the impact of ER with that of the conventional Intensive Reading (JR) approach on learners' reading fluency, vocabulary knowledge and reading attitude. Unlike the ER approach, JR primarily focuses on close translation or analysis of relatively short reading materials that are used to exemplify specific aspects of vocabulary and grammar. Furthermore, the current study investigates how the ER and IR approaches impact on secondary EFL learners at each proficiency level - advanced, intermediate and low. One class of 36 students participated in a 12-week ER course, while another class of37 paJ1icipated in a 12-week IR course. The findings showed that the ER approach has a significantly more positive overall effect on secondary EFL learners' reading fluency, vocabulary knowledge and reading attitude than the IR approach. Moreover, the findings revealed that learners at different English proficiency levels benefit differently from ER and IR in reading fluency and vocabulary knowledge. That is, advanced and intermediate level learners benefit more from the ER approach, while low level learners benefit more from the IR approach. These results reveal that learners' proficiency significantly affects their reading fluency and vocabulary knowledge but not their reading attitude. More specifically, advanced and intermediate level learners benefit more from the ER approach in relation to their reading fluency and vocabulary knowledge development, while low level learners benefit more from the IR approach.
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Sampson, 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.
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Kajinga, 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/.
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Chiang, 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.
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This study aims to explore the effect of extra-curricular English input for primary school learners in Taiwan, where English is spoken as a foreign language. Like many other countries, e. g. Japan, Korea and Mainland China, Taiwan started its primary English programme in the past ten years to improve English proficiency through an early start, yet there are reports of low achievement, slow progress and low parental satisfaction. A base-line and a pilot study showed that English learning in Taiwan is generally confined to the classroom and learners rarely receive input outside of school, apart from attending private language schools, which focus on cramming for exams. The main study considered extra-curricular input to increase the amount of exposure to English, which would be natural, enjoyable and accessible to children. This pointed to the use of English storybooks. The pilot study showed that young beginners need scaffolding in their learning, so the project involved parents to support reading with their children at home. Participants were sixty-three Taiwanese primary school pupils and their parents from three classes in one state school, with three subgroups: a family reading group, an independent reading group and a control group. The study period was one academic semester. Apart from the control group, pupils in the family reading group and the independent reading group were directed to read with or without their parents at home. The method of investigation used for this study was qualitative in the form of questionnaires, proficiency tests, reading records, interviews and audio recordings of family reading from that subgroup, and quantitative in the form of tasks designed to measure improvement in the learners' proficiency in terms of vocabulary and morpho-syntax. The results showed that learners who read more slightly outperformed the non-readers in terms of morpho-syntax. The audio recordings showing interaction of the parents and children during reading demonstrated that further help is necessary for such an idea to work in practice. This study also reveals the difficulty of arranging a time for home reading between the parents and children and, in addition, points to the insufficient exposure to English for these Taiwanese young learners in their daily lives, which will continue to contribute to their slow progress, despite their age advantage.
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Chew, 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.
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Sin, 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.
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Sivardeen, 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 textAbstract:
A number of studies seem to indicate that Extensive Reading (ER) enhances language proficiency in general and vocabulary knowledge in particular. However none of those surveyed focused on poorly motivated lower level language learners in a normal course of study that incorporated ER of unsimplified material, and few addressed partial vocabulary gain and the other factors that could have affected this. In this study the participants were young adult male Saudi Arabians, who were elementary English language learners and who were not used to reading for pleasure even in Arabic. Tests were used to gauge their partial vocabulary acquisition when they engaged in ER involving an open choice of simplified and unsimplified English material during a regular English preparatory course of just one semester. If ER could be linked to improved vocabulary acquisition in such difficult but natural conditions, the case for ER‘s wider implementation could be strengthened. The study also used diaries, surveys and interviews to delve into the reading habits, academic background and cultural context that could also explain any observed vocabulary gain. The results showed there were few statistically significant partial vocabulary gains after the ER programme, and although the experimental cohort that received the ER programme showed greater gains than the control in most of these cases, the difference was not large in terms of the absolute number of words. The diaries, surveys and interviews gave a rich profile of the participants with a level of detail that surpassed that of any other surveyed study, offering several possible reasons for their modest vocabulary gains and yielding unanticipated findings, such as an exposition of their motivations for academic study. It is concluded that a greater awareness of the learners‘ context is essential when applying ER, which in this particular context leads to the view that pure ER may not be suitable for vocabulary learning, and instead a significantly modified version could be more appropriate. These modifications include selecting appropriate books for the students and adding explicit vocabulary learning activities, and they even include linking the reading to the students‘ final grade. Further research is needed to gauge the effectiveness of such modifications, while a more inductive approach is also important when investigating ER and vocabulary acquisition to give the opportunity for unforeseen results to emerge.
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Knezek, 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 textAbstract:
English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university-level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate-level ELLs when reading an academic English text online. Participating in the study were four foreign-born doctoral students from different first-language backgrounds—Arabic, Korean, Urdu, and Vietnamese—and the focus was on commonalities as well as differences among them. All four were enrolled in the same doctoral-level course, which included the reading of a specific online academic article as a course requirement. When reading this text individually, each student participated in a think-aloud procedure, followed by post-reading and discourse-based interviews. Analyses included unitizing data from the think-aloud protocols, coding units for strategies employed, and considering related interview commentary and classroom contributions. In their reading, these students made major use of problem-solving strategies, especially reading segments aloud and questioning. They also employed evaluative strategies as well as metacognitive strategies, which included affirming their understanding or indicating lack of understanding. With respect to global strategies, all made use of the article’s abstract and used the cursor to scroll forward to preview the article. In contrast to previous research with undergraduates, these students made little use of support strategies that involved translation websites. Instead, their major support strategies were navigating to web-based tools, particularly online encyclopedias in English. Despite prior theory and research suggesting the importance of sociorhetorical strategies in academic reading, only one student directed much attention to the authors of the article and to authorial intent. Although all four participants were students in the same doctoral course and were reading the same contextualized article, their strategy use differed in ways that seemed to be related to their educational and cultural backgrounds. Through its detailed analyses of these acts of academic reading, the study contributes to research into the sociocultural nature of ELL students’ reading process.
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Özkan, 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 textAbstract:
The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.
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Hernandez-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.
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Henriksson, 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.
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The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.
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Chou, 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.
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Phillips, 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.
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Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with.Linguistics
MA - SP APPLIED LINGUISTICS
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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 textAbstract:
The goal of this research study was to determine whether extensive reading, supported by the
instruction and use of appropriate strategies, would
a) improve learners' comprehension achievement
b) increase academic achievement in English, and
c) promote higher achievement in general academic performance.
One hundred and twenty-one learners participated in this project. Three groups of learners:
extensive readers, less extensive readers and non-extensive readers were identified and
studied. The result indicated that extensive reading not only leads to improved achievement in
comprehension, but that it also leads to improvement in general academic performance in all
subjects across the curriculum; while lack of extensive reading has an adverse effect on both
reading comprehension achievement and general academic performance as a whole.Teacher Education
M.Ed. (Didactics)
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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 textAbstract:
碩士義守大學
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.
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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 textAbstract:
碩士國立臺北教育大學
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.
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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 textAbstract:
碩士國立高雄師範大學
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.
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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 textAbstract:
碩士國立交通大學
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.
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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 textAbstract:
碩士大葉大學
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.
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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 textAbstract:
碩士臺北市立教育大學
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.
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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 textAbstract:
碩士國立臺灣師範大學
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.
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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 textAbstract:
碩士銘傳大學
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.
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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 textAbstract:
碩士南臺科技大學
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.
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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 textAbstract:
博士淡江大學
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.
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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 textAbstract:
碩士國立高雄師範大學
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.