Sessions / Extensive Reading (ER)
The ER SIG is just going to run through a few things for our forum, which will be held on Sunday, 16:45 https://jalt2020.eventzil.la/session/282
This research-based presentation covers survey responses from a Spring term compulsory reading class for first-year, low proficiency, non-English majors at university. Data points capture the reading profiles in English and Japanese for two intact classes (n=52) as well as the learner attitudes and opinions toward skill development through graded reading online with er-central.com. Participant takeaways include student feedback to plan fall term reading online and other class activities necessitated by emergency remote teaching.
Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.
Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.
This presentation will describe the ways in which the author provided opportunities for students to share information about their reading in order to attempt to promote a reading community within a one-semester extensive reading course. Results of an end-of-term survey (n=28) conducted to investigate the degree to which students shared information, the kinds of information shared, and the impact it had on their book choices will be presented, and the implications will be discussed.
This presentation investigates learner usage of the Xreading online library in terms of completion rates, book level, reading time, reading speed, books completed, and total words read. This data was used to develop educator and learner best-practice guidelines to support classroom practice and autonomous learning. These guidelines are being used to implement, manage, and develop extensive reading programs at a Japanese university, and cultivate and sustain a community of readers.
It is unsurprising to find Japanese students who rarely read books in English or who have no reading experience. They often struggle with reading books in English when they are told to do so. However, if there is appropriate support, the majority of students will be able to read books in English. In this workshop, the presenter will share an Extensive Reading Map to guide students to read starting from 1000-word-token to 50,000-word-token books.
Conducting large-scale classroom-based research poses numerous practical challenges. The goal of this presentation is to introduce a mutually-beneficial collaborative approach to doing such studies in which a main researcher organizes and guides a group of teachers as they each “replicate” the same provided study design. The presenter will explain the goals, strategies, and issues relating to implementing this approach with supportive examples from an extensive reading project conducted in 2018.
This research is classroom-based research aiming to improve students' L2 reading motivation. The actions are given to freshmen in a non-English Department at private university in Indonesia. XReading is used as the main source of extensive reading activity and reading monitoring which becomes part of the actions in improving the students' L2 reading motivation.
This presentation will discuss the implementation and initial outcomes of an extensive reading (ER) program at a private high school in Central Japan. Many teachers have reservations when attempting to implement systematic changes to curriculum and instructional practices at their schools, as such requests are often met with resistance. Attendees will be provided with a transparent view of potential obstacles they may encounter during the infancy of their own program.
This presentation describes a trial to introduce an alternative extensive reading (ER) program that utilizes authentic materials. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience.
A positive reading experience will encourage students to continue to read. This is one of the main objectives of extensive reading. However, knowing which books students will enjoy is challenging. In this workshop, the presenters will share findings of the “best” graded readers based on various sources, including student surveys, teacher recommendations, and the winning titles from the Extensive Reading Foundation’s Language Learner Literature awards.
This research examined the use of extensive reading as a method to improve indefinite and definite article use with university students. By encouraging students to focus their awareness on the context and frequency of article use in their reading time, an increase in students’ own article use and accuracy in their written output was observed.
In this presentation, the dual influences of a positive reading attitude promoting more reading and more reading creating a more positive reading attitude will be displayed. The data was analyzed to see if there was any correlation between the students’ reading attitudes before and after the program and the amount of reading they did during the program. The data gathered for the present study provided evidence that extensive reading can change learner’s reading attitudes.
A completely new version of Xreading, the digital library of graded readers, was launched this year. In this presentation, the founder of Xreading will explain the new features and functionality that has been added and what is planned for the future. Current users of the system are encouraged to provide feedback and suggestions based on their experience.
This year our Extensive Reading (ER) forum brings together researchers, writers, and practitioners addressing some of the connections or disconnections between reading and writing; between graded readers and learner backgrounds; and between producing readers with socially relevant content and learner interest and accessibility. The speakers will share some insights on their approaches to bridging these gaps as ER takes hold in a variety of contexts in Japan and abroad.
Join us for the Annual General Meeting of the Extensive Reading SIG. All SIG members and conference attendees interested in extensive reading are invited to attend. We will elect SIG officers for the coming year and discuss ideas for activities and direction of the SIG.
We will highlight challenges encountered in extensive reading (ER) and offer efficient means of remediation using Moodle and more. Specifically, how and why cohorts of beginning to low-intermediate readers engaging in ER for credit are not all reading when using Mreader; how teaching word prominence better addresses the literacy needs of weak readers; and how Moodle modules enable reading remediation to be automated into an efficient, scalable, consistently replicable experience designed to promote reading remediation.
The presenters used the online extensive reading (ER) system Xreading to gather data on the relationship between ER words read and subsequent TOEIC reading scores across three cohorts of first-year tertiary Japanese students (N=714). Despite a clearly observable positive correlation between TOEIC performance and extensive reading, careful analysis suggests that this association may, in fact, be the result of a third, mediating variable.
This paper reports the findings obtained in the first year of a long-term diary study of self-directed extensive reading conducted by the author. Various data collection methods, including diary entries and analyses of reading rate changes and unknown word frequency patterns, are employed to obtain introspective and objective results. The findings include a statistically significant reading rate increase and illustrate the intricate relationship between the author’s motivation toward L2 reading and her investment in it.
This presentation reports on a quasi-experimental study tracing a reading fluency training program for 74 lower-proficiency (CEFR A2) EFL learners at a Japanese university. Learners engaged in extensive reading, and practiced timed reading and repeated oral reading during class time over the semester-long treatment. A comparison between the pre- and post-training reading rates and reading section scores for the TOEIC test revealed the program significantly elevated participants’ reading fluency.