College and University ER and TOEFL ITP scores more

The current study extends an earlier study by the author that found only a small correlation between score achievement on the TOEFL ITP and an eight-month extensive reading (ER) intervention. No effect was seen in that study for use of ER with audio, but the number of students engaged in reading while listening was too low to draw conclusions. The subjects of the current study also did eight months of ER, but were more regularly encouraged to make use of the audio. They also used a more challenging in-class reading materials and were occasionally asked to read non-fiction books as preparation for in-class activities. The results of the current study will be discussed, along with how the current program has attempted to find a better configuration of program elements to help students see greater scores on the TOEFL ITP, the largest institutional measurement tool of student English proficiency improvement.

College and University Profiling reluctant readers more

Sun, Aug 7, 09:00-09:20 Asia/Tokyo

Although the benefits of extensive reading in L2 English are well documented, many university students still elect to do little or even no reading. This may be the case even at institutions where English is emphasized or where ER comprises a substantial part of a course grade. Students at one large university program in Japan took part in a survey aiming to better understand the behaviors and attitudes of students toward ER. Out of 248 students, roughly 35% of students identified as reluctant (achieving only about half or less of ER word count assignments). Overall attitudes toward the ER program were surveyed, and the answers of reluctant and compliant readers were compared in areas such as time management, future-self image, cost-benefit attitudes, reading and system experience, etc. The results can help better address the concerns of reluctant readers and help future cohorts achieve better results.