extensive reading beginning level H sheu samuel P sheti sheil PH
EFL learners
takming takping college taiwan
introduction secondary many SLFL settings like taiwan reading instruction close study vocabulary grammar known still focused level language lesson argued type intensive reading approach reading alderson & urquhart 1984 robb & susser 1989 surprising learning process students lack reading practice fluently outside ability developed allows them read extensively important issue alternative instruction whether classroom raises extensive reading ER approach appears method effective improving students language proficiency reading appropriate option ability despite successful research growing interest many asian ER singapore extensive reading countries hong kong japan malaysia might english teaching circle taiwan received much attention
extensive reading giving students time extensive reading means defined many books materials read pleasurably own level encouragement without testing marks davis 1995 p 329 pressures summarized summarised extensive reading programme important characteristics follows bright & mcgregor 1977 hedge 1985 nuttall 1996 access
students read
variety
large quantity freedom
choose
own pace
read engage
interesting materials
printed materials change books
pleasure
tension free
giving opportunity
information
enjoyable learning leaming environment
experience real life reading
environment large quantity reading practices contributes english interesting read choice stimulates motivation language acquisition freedom
extensive reading
sheu
9
consistently provided evidence positive attitude recent research extensive reading effects language learning different ages many following five manifold especially reported benefits ESLEFL settings aspects materials foster
reading comprehension davis 1995 elley 1991 hafiz & tudor 1989 krashen 1993 lai 1993 nation 1997
vocabulary acquisition cho & krashen 1994 coady development 1997 nation 1997
development
grammatical knowledge elley 1991 elley mangubhai
tudor & hafiz
1983
1989
graded readers type reading should noted used materials previous research SLFL settings however argument native english speaking children BNESC should books included many graded readers same advantages provide SLFL pro grammes leaming similar important factors entertainment information learning read becoming hooked books day & bamford 1998 p 61 effects yet unclear leaming research yet BNESC ESLEFL learners language learning addressed issue
research questions short 1
present study aimed
address
ER help beginning EFL learners obtain gains reading comprehension
2
does ER promote reading speed
3
what impact does ER
4
what difficulties do
5
how do
students
7
reasons satisfied
during reading achievement
focused present study interested students reflections experiment thus progress during
what
vocabulary grammar
EFL learners attitudes
students feel
since
6
following questions
ER effects EFL learners 1I selected books relation reading following present study looked
choosing
books
books
read
read
10
TESL reporter
method subjects grade 2 students aged 13 14 years old three classes 1314 study school tai nan county taiwan participated tainan
I
jea junior high
native year speakers chinese mandarin english language learning foreign language secondary education english proficiency beginning level experienced reading 100 word texts second language learners textbook constructed linguistically attended four 45 minute english lessons per week two consecutive semesters february june september january
materials 55 books native english speaking class library 57 graded readers based set children reading questionnaire survey book selection preferences completed 763 junior high school students taiwan sheu 2001 graded readers beginners level chosen native english speaking books children graded reader assessed similar readability level pilot study 26 selected sample collection frys graph 1977 31 books graded readers native english speaking children assessed students book selection met expectations conducted see whether selected books seemed appropriate results pilot study showed students interested reading them
answer research question 1 six parts cambridge key english test selected then divided pre 20 KET post test total number each test questions each test contained vocabulary 6 matching questions false grammar 7 multiple choice questions reading comprehension 7 true given tests before three groups questions experiment administered students normal class time 25 minutes tests allocated research question 2 Nutt study adopted alls 1996 assessment nuttalls calculation formula x words measure reading speed number number minutes student spent reading text divided text equals words per minutes wpm reading speed ppm taking text readability students text length familiarity topic six texts selected account sik new year around world 2000 published oxford university press texts Flesch Kincaid readability formula analysed analyser using terms fleschkincaid comparability text length divided six texts then text difficulty two tests pretest pre test post test
sheu
15 minute questionnaire
extensive reading
11
chinese
brief explanatory letter written chinese regard aims study procedures followed administered classroom questionnaires conducted before programma programme pro gramme assess students attitudes toward learning leaming english reading reactions books pro programma programme gramme research questions 3 4 5 address research questions 6 7 book record used write choosing books before reading time spent reasons pages read each time during reading reflections stories choices completing book
students reading satisfaction
procedures three classes divided 45 minute lesson per week class extra reading required outside
two experimental classes specifically allocated classroom
control three classes
experimental classes two experimental classes exposed learners two different inputs respectively reading graded readers GR reading books native english speaking children BNESC books kept box teachers room taken classes before periods set programma reading programme pro gramme displayed tables free choose students book like change read new wished finished reading changed book asked reading record complete finish reading book book along reading records kept separate place them read during next reading time although dictionaries made available students ask peers encouraged teacher meaning unknown words
control group control group teacher reviewed part previous english lessons students difficulties understand then gave time students memorize vocabulary grammatical rules gave them exercises reading textbook practice books these exercises included gap fills multiple choice self study true false items truefalse
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12
results language proficiency test order establish comparability three groups way ANOVA analysis confirmed conducted significant differences between .145 three groups 145 df 53 ils pre test F 145 pretest lis ns descriptive statistics language proficiency reading speed tests presented table 1 t seen showed results mest 005 .005 GR t 5.793 p 005 5793 test BNESC group t 5988 5.988 .005 005 achieved significant level p 005 improvement language proficiency contrast gain score control group fact lower post test score 3.675 .005 pre test 7t 3675 3675 pretest 005 p 005 1
students performance each part test examined interesting findings appeared test scores GR group increased statistically significant levels improvement found three parts whereas students BNESC group made significant improvement grammar reading comprehension tests control group students did less well three parts post test importantly significant score drop vocabulary measure t 4680 .005 4.680 p 005 005 4680
reading speed test table
2 shows
statistically significant improvement reading speed three groups between pre post tests reading speeds counted words per minutes wpm indicates both types ppm treatments extensive reading normal reading instruction effective developing leamersreading learners reading speed statistical results showed both experimental groups made larger gains control group given GR group obtained lowest score pre test even impressive result pretest degree increase GR higher group two groups
sheu extensive reading
13
table 1I pre post test language means ofpre offre proficiency test results mests bests reading
learners attitudes learnersattitudes shown table 3 75.7 students GR group expressed 757 liked 529 pro programma programme ER gramme liked very much compared 52.9 BNESC 529 group 51.5 control group 515 table GR group x suggests 279 4 held 2.79 positive attitude 279 groups though way ANOVA showed statistically significant difference between three groups attitudes toward 1.454 df 99 ns treatment F 1454
table
3
students attitudes toward
grgroupn31 1I
like
1I
like
1I
do
1I
do
means
treatments
BNESC groupn34 bnescgroupn34
control groupn33
30 3.0
30
147 14.7 147
30 3.0
727 72.7 727
382 38.2 382
48.5 485
like
242 24.2 242
412 41.2 412
454 45.4 454
like
0
59 5.9
59
30 3.0
279 2.79 279
266 2.66 266
252 2.52 252
very much
30
30
descriptive statistics students attitudes toward learning english reading before shown table 4 experiment GR group change between before treatment however proportion positive attitudes toward learning english decreased BNESC control groups experiment moreover ttest carried mest results showed statistically significant decrease two groups table shows drop students attitudes toward english reading statistically significant differences
sheu
extensive reading
15 75
table 4 attitudes toward learning english reading three groups means before
p005 groups reading difficulties two experimental groupsreading
table
5 shows
perceived difficulties students reported before treatment percentages language problems two experimental groups experiment increased sharply large quantity reading likely language proficiency declines those said interest found materials boring said confidence pro gramme indicates programme programma students benefits exposure variety reading materials reading them extensively contrast control group proportion claiming interest reading idea how read rose moreover 18 students control group less confidence pro gramme programma programme these relate limited access experience written english learners normal english lessons reading purpose considered programma programme pro gramme students unable associate reading daily life thus suggested reading perceived school subject rather reading activity
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16
table difficulties encountered GR groupn3 group n311 before
language problems interest
5
students
upn 34 BNESC groupn34 gr dpn before
three groups control grogoupn33 iupn33 before
484 48.4 484
709 70.9 709
47.1 471
73.5 735
394 39.4 394
452 reading 45.2 452
323 32.3 323
500 50.0 500
35.3 353
364 36.4 364
424 42.4 424 gog 606 60.6 606
32.3 323
162 16.2 162
264 26.4 264
147 14.7 147
24.3 243
27.3 273
323 32.3 323
258 25.8 258
235 23.5 235
206 20.6 206
364 36.4 364
30.3 303
32.3 323
194 19.4 194
324 32.4 324
118 11.8 118
242 24.2 242
424 42.4 424
226 22.6 226
162 16.2 162
324 32.4 324
35.3 353
364 36.4 364
51.5 515
129 12.9 129
226 22.6 226
235 23.5 235
35.3 353
212 21.2 212
gi 91 9.1
65 6.5
65
226 22.6 226
88 8.8
88
206 20.6 206
gi 91 9.1
91
30.3 303
00
162 16.2 162
147 14.7 147
35.3 353
gi 91 9.1
91
gi 91 9.1
boring materials time too much timetoo timeteo homework confidence
idea read
how
suitable materials available purpose
lack
background knowledge
students assessment before
oo 00 0.0
91
91
achievement
treatment students asked predict what areas achievement thought improve areas where thought experiment improved shown table 6 results vast majority students three groups thought extended vocabulary while two experimental groups said improved reading ability addition half students BNESC group thought improved grammar however students share groups did view given two experimental groups reported established confidence reading important finding experiment percentage GR group increased 226 774 sharply 50 moreover nearly half 77.4 22.6 774 226 students GR group said learrit leama leamt cultures whereas less third students groups held opinion
sheu extensive reading
table
6
assessment students studentsassessment G R group grgroupn31
n31
17
1I BNESC NESC
achievement group grol groi
n34
before
before
control group grotipn33 groi n33 before
extend vocabulary
323 32.3 323
87.1 871
824 82.4 824
882 88.2 882
75.8 758
939 93.9 939
improve reading
710 71.0 710
645 64.5 645
818 81.8 818
676 67.6 676
51.5 515
394 39.4 394
habit
32.3 323
32.3 323
382 38.2 382
294 29.4 294
27.3 273
242 24.2 242
improve grammar
548 54.8 548
32.3 323
676 67.6 676
559 55.9 559
424 42.4 424
333 33.3 333
know
452 45.2 452
806 80.6 806
588 58.8 588
324 32.4 324
51.5 515
212 21.2 212
226 22.6 226
774 77.4 774
35.3 353
529 52.9 529
242 24.2 242
182 18.2 182
improve listening
516 51.6 516
194 19.4 194
618 61.8 618
324 32.4 324
424 42.4 424
33.3 333
improve speaking
67.7 677
16.1 161
igi
706 70.6 706
324 32.4 324
gog 606 60.6 606
394 39.4 394
improve writing
516 51.6 516
129 12.9 129
588 58.8 588
294 29.4 294
424 42.4 424
30.3 303
develop
reading
cultures
establish confidence reading
book record students reasons studentsreasons
choosing reading books
topics seen table 7 interesting books students two groups choosing books common reason read while GR group took interesting cover page students books second common reason classmates recommendation teachers case BNESC group
students read time pages reading spent each time first book students GR group spent 354 35.4 354 minutes reading 73 7.3 179 pages 7th took 22.5 ath book 73 pages 225 minutes read 17.9 179 BNESC group students took 18 minutes 17.5 read 175 175 pages ist book 168 16.8 267 however esth book 168 minutes read 267 26.7 pages 8th sth should pointed number time pages amount developed gradually GR group undulated BNESC group inconsistency BNESC group may result inconsistency actual vocabulary reading levels children books analysis necessary here
sheu
extensive reading
table number
pages
book
19
8
students read
time spent
GR group pages
reading
BNESC group
reading time minutes
pages
reading time minutes
354 35.4 354
175 17.5 175
230 23.0 230
329 32.9 329
220 22.0 220
210 21.0 210
3
73 79 7.9 79 gg 99 9.9 99
306 30.6 306
198 19.8 198
19.1 191
4
10.1 101
32.3 323
242 24.2 242
209 20.9 209
5
ilg 11.9 119
316 31.6 316
222 22.2 222
174 17.4 174
6
133 13.3 133
26.1 261
266 26.6 266
17.1 171
7
179 17.9 179
22.5 225
249 24.9 249
180 18.0 180
8
173 17.3 173
188 18.8 188
267 26.7 267
168 16.8 168
9
200 20.0 200
183 18.3 183
248 24.8 248
130 13.0 130
73 7.3
1
2
igi
reading books
students satisfaction studentssatisfaction students
asked whether
recommend books classmates 761 GR group said read 76.1 students 76 1 do 56 91.3 students BNESC group table 9 shows compared 913 824 books GR group said read excellent good satisfactory 82.4 824 seen BNESC group said t test revealed significant difference satisfaction .996 between books t 996 two groups 996 df 448 ns
table
9
students overall satisfaction
excellent good satisfactory good
n209
110 10
poor
4 966 .966 966
t value
df
GR group N 28 57
448
134 13.4 134
books
read
BNESC group N
n241 178 17.8 178
43 58
24.1 241
526 52.6 526 48 4.8 48
96
398 39.8 398
32
133 13.3 133
19
12
50 5.0
27.3 273
ig 19 1.9
50
TESL
20
discussion
reporter
implications
early stages learning read access variety interesting materials life long reading habit however learners develop lifelong essential second foreign language secondforeign reading skills acquired sufficient knowledge continually nevertheless own unlikely read ESLEFL beginners given appeal them learners choice reading materials materials extensive reading programme create programma linguistically appropriate pro gramme meaning read situation where ESLEFL beginners pleasure
our results indicated
extensive reading beneficial EFL beginners language different effects reading materials students read does type interesting english books performed development students exposed those significantly better language proficiency tests parts almost come intensive reading studying vocabulary grammar focused reading materials interesting finding effects type consider served significant improvement GR group vocabulary proficiency natural exposure repetition vocabulary contained success indicate BNESC groups gains graded readers learners vocabulary acquisition books surprising variety grammar roles contained grammar test difference further research native english speaking children might contribute did read extensively did less well post needed here contrast those importantly significant drop vocabulary language proficiency test enhancing students textbook insufficiency prove test scores seemed these results two implications vocabulary acquisition basis extensive reading programme made programma implementation
adoption
ER ofer
school syllabus
study provide support importance results school syllabus authorities focus adopting extensive reading grammes programmes pro programmed traditional teaching approach mainly case taiwan japan bring nealise what benefits ER programme pro east asian countries should realise programma gramme should encourage learners read extensively outside language leaming learning different providing new way access written english classroom moreover pro gramme normal classes programme ER programma create type language input might do daily life positive context where learners experience reading extensive reading intensive likely benefit cooperate learners themselves discover treasure reading large
sheu
use
books
extensive reading
21
native english speaking children
having controlled language
information EFL graded readers used effectively study many ER pro grammes moreover demonstrated books make significant perhaps complementary contribution 11 LI learners aware mind organizers teachers should ESLEFL learning language learning books rich variety potential 11 materials LI available teaching wherever appropriate then apply them them interest maintaining books attracting learners attention L II1 learners considered take extreme care imperative physical teachers language compared features level wide range information graded readers see hill 1997 2001 eastment 2002 available teachers expand our understanding survey reviews materials 11 learners LI materials potential
ll
ll
ll
cultures awareness students growth confidence great interest shown table 6 however these rewards did positive impact students attitude development although students asked directly why changed experiment motivation attitudes possible speculate introducing programme did begin causes reason may led lack reading extensive reading strategies confidence may students gradually experienced reduced interest effectively extensively discussion leaming reading secondly usefulness english learning encouraging activities activities fact used ER grammes pro programmes programmed study able find sufficient incentive thus students may ER gramme programma programme pro participate learner these two causes raise two implications lear rier encouraging activities training
learner training acquired adequate skills since students may possible strategies necessary extensive reading unable exercise may decoding approach relied bottom learned normal english lessons inevitably books read difficulties may case encountered determined indeed way improving several lessons aimed facilitating essential strategies extensive reading ER gramme pro programma programme before introduction eg day & bamford 2002 students able use strategies whenever wherever necessary students detach themselves experience language practice eventually exercise reading ability likely meaning experience reading pleasure while students receive grammar translation based instruction
TESL
22
teachers normal english lessons reading use new skills
reporter
address
encourage students
encouraging activities
apart
reading records follow activities used followup study interest see whether reading books intention positive students attitudes toward learning english reading even though impact involved students interesting books happy ER learning english nor views attitudes toward reading programma programme pro gramme neither changed encourage seems therefore necessary employ activities motivation these activities might include book reading foster participation reports leung 2002 hayashi 1999 lai 1993 short summaries elley & mangubhai 1983 renandya Ren andya rajan & jacobs 1999 creating reading materials davidson ogle ross tuhaka suhaka & ng 1997 discussion constantino 1995 elley & mangubhai 1983 retelling elley & mangubhai 1983 lituanas jacobs & elly 1991 role play 1991 games elly iggi worth renandya Ren andya 1999 wall charts lai 1993 1991 lai 1993 jacobs davis includes successful Renan dyas 1997 book mentioning renandyas I1111I different countries provides strategic superb resource pro grammes ER programmes programmed programmes pro activities improve ER grammes programmed
given
slightly difficult level language fact students inappropriate level possible speculate learners text relation proficiency may contributed decline students attitude development vocabulary compelled them demanding texts may grammar focus result comprehension ER became language problem solving activity unhappy already english lessons where similar experienced make good judgment teacher thus effective ER pro grammes rely heavily use purchase well appropriate reading materials rely choices effectively guide students considering teachers ability attention choose books read what attracted students answers rating expectations book satisfaction proved book selection met series ofgr undoubtedly true study succeeded being attractive GR ofar glossy appearance however although titles series using colourful students still cater beginners impression these readers them indicates need materials developers slightly difficult continue materials learners writing course writing lower level rewriting difficult task level occurred good stories change oxford lists words necessary include glossary story background series
sheu
notes processes
added
extensive reading
enhance relevant schema
23
top down reading
hill 1997
study slightly above students materials used nevertheless developing students language current language proficiency seemed effective 1 seemed support Kr ashens i plus P theory 1985 however proficiency negative backwash students development appears provide attitudes toward reading way reduce students reading difficulties 1 19988 p 16 containing language level materials day & bamford 199 i minus P language manage slightly below students current proficiency since students improved meaning confidence motivation read respective contributions i conducted future research should therefore these two types comparison effects i plus minus 1 materials then provide important information reading materials selecting appropriate books
conclusion successfully implemented shown ER pro study programmes grammes programmed leaming setting where grammartranslation traditional learning ESLEFL beginners effects learners ER based method monopolizes reading instruction functions language development creating reading situation where students evident obviously these read meaning pleasure able choose achieved current intensive reading approaches since ER cannot many ESLEFL teaching situations like received little attention taiwan inadequacy english language teachers right remind us davis 1995 saying excluding ER our teaching situation lack L II1 classroom poorer ESL EFL extensive reading programme unable kind programma pro gramme aspects pupils language development promote present p 329 effectively pro programma programme gramme learning leaming read access early stages variety interesting materials gradually become competent readers develop healthy learners essential level difficulty aware should reading habit however associating english reading materials might discourage students trained students tendency reduced use pleasurable activity pleased see effective reading strategies moreover though students teachers stimulating activities ie group discussions modeling reading role these points together pair reading reading itself may remain tedious adding
TESL reporter
24
likely
these conditions ER programme met programma pro gramme get terms language development love
benefits our students long habits life reading lifelong
note however
current study progress building reported here confirm attitude change seem appear causes lack encouraging activities discussed above strategy training these aspects motivation introduced positive effect 1
references & urquhart alderson J new york longman
bamford J
H
eds
1984
extensive reading 260 foreign language 2 218 218260
bell T
1984
reading
means
foreign language
graded readers
reading
extensive reading speed comprehension reading matrix line available httpwwwthereadingmatrixorgarticlesbell httphwwwthereadingmatrix orgarticles13 ell eil eli online
2001
11 71
readinghtml & mcgregor G P 1977 teaching english bright J london longman
second language
camiciottoli B C 2001 extensive reading english habits group italian university EFL students journal research 135 153 135153 K cho KS
1994 krashen acquisition D valley kids series adult SL acquisition journal
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&
attitudes
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sweet
662 667 reading 37 662667
J coady 12 vocabulary acquisition through extensive reading & T huckin eds second language vocabulary acquisition appp 225 237 225237 cambridge cambridge university press 1997
ito R constinito Constin effect
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davidson C ogle D ross D suhaka M 1997 student created tuhaka J & ng reading materials G M jacobs C davis & W extensive reading renandya Ren andya eds successful strategies 144 160 extensive reading appp 144160 singapore SEAMEO regional language centre
davis C 1995 335 329 329335
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day R R & bamford J
expensive extravagance
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49
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extensive reading
sheu
25
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day R R & bamford J 2002
tse
classroom first steps L & cook T 1996 bring books 10 15 turning college level ESL students readers TESOL journal 54 1015
elley W B 1991 second language 1991 acquiring literacy programmes pro 375 411 grammes 7375 7375411 4375 programmed language learning 41 375411 elley W B & mangubhai F 1983 learning reading research quarterly
jacobs G M davis C & renandya Ren andya W eds successful strategies extensive reading singapore SEAMEO regional language centre relationship janopoulos M 1986 pleasure reading writing proficiency TESOL quarterly 20 763768 763 768 D krashen longman
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26
Ren andya W lituanas P M jacobs G M & renandya
study extensive reading remedial reading students Y M cheah & M ng eds language 104 newark DE international instruction issues asian classrooms appp 89 89104 1999
reading association mason B & krashen D 1997 25 91 language system 2591102 102 91102 2591 nationp nations nation
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robb T N & susser
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& jacobs G M
1999 extensive reading 61 second language RELC journal 302 39 3961
extensive reading vs skills building 35 3511 239 foreign language 5 23935 239351 1989
EFL
1994 toward theory autoptic ofautoatic autoatic information processing reading R B ruddell M R ruddel & H singer eds theoretical models processes pp 816837 4th ed ap reading ath 816 837 newark DE international
J samuels revisited
reading association
sheusp sheu sheusiPPHH
2001 2001 june EFL students reading habits english paper presented 5th ath CELTE conference english language teaching university
tudor 1I & hafiz F 1989 extensive reading journal ofresearch 178 research reading 12 164 164178
means
writing input
12 ofl2 ofle
writing learning
author H sheu samuel PPH assistant professor applied foreign languages takming college takping department AFLD research extensive reading focuses researchfocuses learner autonomy curriculum development
