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Future-ready means life-ready. As well as skills in science and technology, our students need non-technical skills such as social emotional learning (SEL), critical thinking and cultural awareness. To be truly future-ready learners will need to display knowledge and sensitivity to other people, places, and cultures. Reading is essential to both language learning and understanding other cultures. 'China Showcase Library' (CSL) from National Geographic Learning is a graded reader series that showcases authentic content and high-interest topics that stimulate higher order thinking skills. In this session we will discover how CSL incorporates critical thinking, SEL, and cultural awareness to inform, engage and prepare students for the future.
Fluency, a major component of the construct of language proficiency, is largely ignored as a focus of language instructional practices, in training programs for teachers, in published instructional materials, and in curricular design. In fact, it seems that in most cases “fluency” has maintained its “on the street” meaning as the final result of language learning when you function almost like a “native” speaker. Nothing could be farther from reality. Fluency is the component of proficiency which reflects the learners’ ability to access implicit knowledge for spontaneous language to express their ideas quickly and continuously. Some researchers claim that fluency is a driver of acquisition and not a result. Nation (2000) claims that fluency building activity should make up 25% of any language curriculum, and no matter what you know, you should be able to produce it fluently. Research on the teaching of reading also supports attention on fluency development apart from accuracy-focused activity. This session will review the rationale for including fluency development activity along with extensive reading at all levels of second language proficiency.
Listening is the most frequently used language skill and requires rapid, on-the-spot processing, so “why has our field [ESL/EFL pedagogy] completely ignored the need for graded fluency listening input that is for pleasure, and aimed at building listening automaticity?” (Waring, 2010). A viable response to this dilemma is Extensive Listening (EL), a method that builds listening fluency implicitly by focusing on general meaning through self-access to commercially produced and Internet-based pleasurable listening “texts” (Brown, Waring & Donkawbua, 2008; Chang & Millett, 2014; Cutting, 2004; Field, 2000; Oxford, 1993; Renandya & Farrell, 2011; Waring, 2009). Although specific research evidence on the benefits of extensive listening is still quite limited, engaging in large amounts of self-selected, easy and enjoyable listening for general comprehension purposes is theoretically supported (Ellis, 1994; Ellis, N.C., 2005; Lightbown & Spada, 2006). This session provides a rubric for curating listening texts, a course outline for EL and other listening fluency development activities, and a deeper understanding of how EL can support ESL/EFL listening proficiency development.
This session will introduce the exciting new and upcoming World Heritage series of graded readers. The series taps into a wide-spread interest in world heritage sites and assets around the world. The series will be written as several levels from late beginner to early intermediate for both high school and university populations. These readers will be perfect for content based teaching and will raise the students' awareness of the world and their global competencies in order to become global citizens. The presentation will provide the details about the series, the number of titles and launch date, and so on.
This presentation reports the positive impacts made by online extensive reading on 14 adult learners of English. The participants who were advanced learners conducted extensive reading on Xreading for one year. The participants’ transformation from unconfident L2 readers to avid, engaged L2 readers is demonstrated by various data: their journal entries, comments given during five individual interviews, records kept on Xreading, and pre-/post-project metaphors that reflected their perceptions towards L2 reading. Specifically, seven participants read more than one million words and all of their metaphors shifted from negative to positive orientation. Furthermore, the participants made statistically significant gains in reading rates (p < .005) and vocabulary sizes (p < .0005). This presentation reports in detail, the factors that created such positive outcomes. They include the support given by the researcher, the successful routinization of L2 reading, and the Xreading factor such as the easy access to abundant intriguing graded readers.
In this study, the presenter used three research questions to investigate how learners incrementally increase their TOEIC test scores through extensive reading. The first question concerns the number of English words that must be read to reach the intermediate level. MReader and the TOEIC online test scores were used to estimate the words that is necessary to reach the CEFR B1. As a result, it was estimated that reading about 500,000 words was required. The second question is about identifying which factors most affect the final TOEIC scores. What had a greater effect on the TOEIC scores, the learner's initial academic ability or their reading volume? This looks like the classic chicken and egg problem, but multiple regression analysis of the data showed that the amount of reading affected their test scores more than their initial ability. The third question is about the students’ motivation. What psychological factors affect the amount of reading? The presenter used multiple regression analysis and found that the students’ positive attitudes toward reading were influencing the total amount of reading being done. The details of the classroom setting and analysis will be shared during the presentation.
Managing an ER program by myself for 105 students, without Graded Readers, I needed help developing my small book collection (100 titles), and therefore designed a few classroom activities to encourage reading, discussion and positive interdependence, while supporting the growth of the program at the same time. In this short presentation, I will introduce two interaction-rich group activities (“book recommendation” and “designing quizzes”) and one individual writing activity (“book review”), while presenting some examples and feedback from my students. By picking new books, designing quizzes and reviewing books for their schoolmates, many became more confident, as they saw themselves as members of a lively reading community.
I teach French as a foreign language in a Japanese university, to beginner to low-intermediate level students, but am confident that these activities will be useful in many contexts, and even with Graded Readers.
The Journal of Extensive Reading (JER) is a peer-reviewed online journal of research on extensive reading run by the Japan Association of Language Teaching (JALT) Extensive Reading Special Interest Group. The journal supplements what is already offered in the journal Extensive Reading in Japan (ERJ) by focusing on the publication of high-quality empirical research on ER. Please join our session to learn about our publication and how you can get more involved in the extensive reading research community by submitting a manuscript or becoming a reviewer yourself.
This study analyzed the impact of extensive reading (ER) on the TOEIC score among Japanese high school students. ER was administered for three academic years to three grades each with 250 students respectively. The individual reading amount and their TOEIC scores were recorded by the English teacher. The students were encouraged to read 200,000 words per year mainly outside of the classroom. Students read 5,000 words per week, which is 10 minutes per day for students who read 100 wpm, for five days a week, during 35 weeks of school, plus 25,000 words during the long vacations. The study showed that these students scored 650 or higher on the TOEIC test. The study also explains how to implement ER in a regular Japanese high school without eroding the fixed curriculum, and how the involvement of the school library supported ER and student motivation.
This presentation is on how one teacher taught a reading course online using Zoom during COVID-19 for nine second- and third- year EFL undergraduate students in Japan in three phases: (1) getting to know the students, (2) staying attuned to the students’ wants and needs, and (3) getting students to become autonomous learners. Challenges as a result of COVID-19 and a move from classroom teaching to online teaching included difficulties in having students borrow and purchase books and having students conduct extensive reading throughout the course. Implications for teachers teaching reading online and face-to-face in EFL contexts not limited to Japan are also provided.
This presentation will introduce a long-term research project on extensive reading jointly run by three different universities in Japan. We organized a reading circle in 2021, which is formed of 40 students from four departments in three different universities who volunteered to join. The project will last until 2023 and during the three years, the participants are recommended to read as many books as possible using Xreading and attend periodical meetings and group activities that are intended to raise or maintain their motivation to read. It is an educational practice as well as a research project. As an educational practice, we are interested in how we can manage the learning community to make extensive reading successful. As a research project, we are interested in what kind of psychological transformation will occur over the long term. The presentation will focus on the project scheme and the outcomes of the first year.
Exploring the impact of extensive reading on writing proficiency, self-perceived writing improvement and willingness to write: a single case of an EFL learner #3189
This mixed-method single case study aims to unveil the plausible effects of extensive reading (ER) on an EFL learner’s writing competence and to elucidate the viable factors stimulating his willingness to write (WTW) after reading. The writing competence indicated by complexity, accuracy, and fluency was measured by eight measures under the CAF triad (Skehan, 1989). Narrative inquiry was then employed to probe students’ perception of how ER propelled his writing growth and leveraged his WTW based on two semi-structured interviews, excerpts from frequent contact via Facebook Messenger, and 51 reading logs composed during the 9-week course. Results showed observable progress in his writing accuracy and fluency, which was reaffirmed by the interview data. Meanwhile, his WTW was found to be attributable to five palpable determinants, namely (1) habit of L1 reading, (2) intrinsic motivation, (3) perceived writing growth, (4) reading materials, and (5) subconscious writer identity.
Some books make you happy while others make you sad. This study investigated how different emotional traits of graded readers are related with different degrees of student engagement of extensive reading (ER), and what mediating role learner emotional intelligence quotient (EQ) could have. Sixteen different types of basic and epistemic emotions were selected for categorization: happy, sad, fearful, disgusted, angry, surprised, curious, confused, anxious, excited, frustrated, bored, enjoying, relaxing, moved, and nonemotional. First, students were familiarized with emotional tagging of ER materials, resulting in identifying books with their emotional profiles rated by students. Second, an online self-reported questionnaire was conducted. It was shown that different emotions in ER materials result in significantly diverse degrees of student engagement. Moreover, EQs turned out to correlate positively with engagement of ER materials with positive emotions while negatively with several negative emotions and nonemotionality. The rationale and pedagogical implications are discussed and exemplified.
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This presentation describes how to assess students’ performances in Japanese extensive reading. The presenter has been conducting standalone Japanese ER courses in a U.S. university since 2014. Unlike traditional-style language classes, the main activities in ER are individual readings; therefore, assessment has been challenging for the instructor.
Takase (2010) listed various ways to assess students’ performances in English ER, such as reading quantity, comprehension tests, and presentations. The presenter uses self-evaluations, where students reflect on their own reading and set their next goals. Students have other assignments such as reading journals, book reviews, and semester-final projects. The instructor does not evaluate students’ language skills in this course, and assessment is conducted only based on their attendance/participation and their submission of assignments on time. Because of these assessment criteria, students work hard, regardless of their typical grades. The presenter will discuss how ER is effective for cultivating autonomous learning.
This research project was conducted with two cohorts of 2nd year students enrolled in an elective Business English program at a university in Japan, one in 2020 and another in 2022, who also had had experience with Extensive Reading in their first-year classes, typically with paper-based graded readers and the Mreader tracking system. The research aimed to explore the following questions: 1. What do these Business English students like and dislike about doing online extensive reading via Xreading? 2. How do these Business English students feel that online extensive reading via Xreading compares to other methods of extensive reading experienced in their first-year classes? 3. Are there any correlations between amounts of reading done, types of reading done, and learners' self-reported perceptions of online reading? Participants were surveyed using a combination of Likert-scale and open-ended items, and responses correlated with actual reading data from the Xreading LMS.
The case of extensive listening in L2 learning: five compelling reasons for implementing extensive listening #3195
Extensive Listening (EL) is a teaching approach that emphasizes the provision of authentic, comprehensible, and fun aural input for an extended time period in order to improve language proficiency, especially the listening ability, of L2 learners. This presentation provides 5 compelling reasons why EL should be implemented in L2 classrooms: no conclusive evidence regarding the benefits of listening strategy teaching has been found; some studies have found no significant effects of listening strategy teaching on listening ability improvement; my own experience as an EFL learner; EL is regarded as a fun and theoretically sound way to learn L2; and in-class EL should help create more autonomous learners. The presentation will also show how in-class English audio-visual watching (e.g., movies or TV series) with subtitles and/or captions can be implemented and how it can help improve learners’ listening ability as well as increase learners’ confidence, motivation, and self-esteem in their own English language learning outside the classrooms.
Incorporating extensive reading into digital-forward education opens the doors to new forms of engagement for students. However, applying new technology can create a myriad of struggles for educators who may be less familiar with educational technology. Nevertheless, using reading series’ such as e-Future’s Classic Readers to engage students in a physical space while expanding extensive reading into digital spaces creates a well-rounded educational experience. Traditional educational tools and new technology can develop an attractive blend of digital and physical content that will afford educators the freedom to create a robust classroom experience while being ready for any possible problem that might arise.
Exploring extensive reading: The use of reading comprehension strategies and students' perceptions #3213
The emphasis in EFL Reading classes is often put on the production of comprehension rather than the processing skills. It makes the reading activities unpleasant and most of the times have to deal with the low reading comprehension. The present study attempts to maximize the students’ participation by actively involved in extensive reading activities, to find out the strategies they use in the reading process, and to see the students’ perceptions on Extensive Reading in order to enhance their reading comprehension. The participants of the study are 20 students of the English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University, who were chosen purposively. This study applied qualitative approach with case study method. The data of this study were taken from documentation in the form of the students’ book report and book talk writing and presentation, questionnaire which were distributed to 20 participants, and interview which were conducted to 20 participants. The findings show the factors that maximize the students’ active participation in Extensive Reading activities are reading habit, motivation, and environment. The students use cognitive and metacognitive strategies in the reading process, and they have positive perceptions on Extensive Reading.
Extensive reading (ER) helps readers develop robust language knowledge (Hu & Nation, 2000) and build key connections with disciplines such as the sciences, goals that numerous international students hope to achieve in intensive English programs (IEPs). However, despite these benefits and instructors’ good intentions, IEP instructors often disagree on the specific approaches to integrating ER into reading and writing (RW) courses (Bentahar & Cranker, 2021). While many language instructors consider ER an underused technique (Watkins, 2018), some quiz students on their reading; other instructors “impose” one book on their students, while still others assign weekly reports, approaches which seem to contradict the essence of ER. The integrated-skill approach (ISA), where language skills and sub-skills are interwoven during instruction (Oxford, 2001), can solve this quandary. The presenter will share three effective ISA-based ER activities and demonstrate their benefits for learning, using student feedback. Implications for RW instructors will be discussed.
Extensive reading plays a critical role in creating an environment where teachers can nurture students’ motivation to love reading and in creating a safe haven for those who love reading. A closer look of two universities in East Java, Universitas Negeri Surabaya (UNESA) and Universitas Negeri Malang (UM) shows that they resemble in several ways. Both universities used to be teacher training institutes, have ER course in the curriculum, targeted freshmen, and subscribed to Xreading to support ER. This talk discusses the implementation of ER as a co-curricular program in UNESA and a curricular one in UM as well as the benefits and drawbacks of the different policies. This talk also discusses the implications of the ER programs in the two universities. Finally, the talk will be summarised with the suggestions for future studies.
The purpose of this study was to examine whether a difference exists in TOEIC Bridge Institutional Program scores between Japanese EFL students at a technical college who engaged in ER for one year and those who did ER for two years. Furthermore, by dividing the students who experienced ER for two years into two subgroups according to their level of English achievement at the end of ER, their reading tendencies were statistically analyzed in terms of the number of words and books they had read. The results suggest that two-year-long ER may be more effective in improving TOEIC Bridge reading scores than a year-long ER program, and that students may be able to reach a high level of English proficiency without reading too many books as long as they are suited to the students’ levels. Additionally, students with high English proficiency made greater progress through ER.
Flow is a mental state in which an individual becomes immersed in an activity as a result of an optimum balance of interest, control, and challenge. Such a flow state overlaps with descriptions of ideal extensive reading experiences eg. becoming engrossed in a story and losing track of time. At the same time, teachers often assign reading targets using a variety of methods including book counts, word counts, and reading time in order to encourage students to read more. These different measurements of reading quantity may influence students' choice of reading materials as well as their reading experiences. This presentation compares student book choice behavior and experiences of flow while reading under the differing conditions of reading assignments given in terms of weekly word count goals with those of weekly reading time goals. Student reading records from the online reading library Xreading are used to compare differences in book choice behavior, such as book length and difficulty level, while experiences of flow are compared using mean flow scores from weekly questionnaires and independent measures t-test between the word count and reading time groups.
This session will introduce e-future’s exciting new phonics readers series Smart Phonics Readers. This series is specially designed for young EFL learners who are taking their first steps into the wonderful journey of reading. With imaginative stories, colorful illustrations, and systematic phonics practice with fun activities, young learners will build confidence and enjoy reading! Join the session to explore Smart Phonics Readers, the 2022 LLL award finalists!
Research into extensive reading (ER) has provided evidence of gains in fluency, vocabulary development, and improved motivation. However, since reading literacy is such a complex phenomenon, what about the performance gaps for our learners that go unaddressed with basic ER principles? This presentation briefly covers a four-stage framework for diagnosing foreign language reading skills (Alderson et al., 2015) — observation, initial assessment, hypothesis testing, decision making and feedback. The session then highlights three fundamental underpinnings—the science of how we read, individual differences, and bottom-up reading processes. With a greater understanding of these three, teachers can identify learner strengths and weaknesses to better support them in their reading challenges and development. Online links and various diagnostic tools will be shared and trialed for practical, ‘learning by doing’ in experiential learning. Participants should take away a broader sense of issues their learners may face with reading and resources to implement following diagnoses.
When an author writes a book, they create a new and unique world. Readers can enter that world, but they don’t typically have the opportunity to interact with its creator. With the aim of increasing students’ motivation to read, a series of events called Talk to an Author was organized. In each event, a specially invited author gave a short presentation about a book they wrote, including their motivation for writing it. Students attending, who had previously read the book on the Xreading website, were then given the opportunity to share their feeling about the book and ask questions directly to the author. In this session, the presenters will discuss the first two Talk to an Author events, including their experience organizing the events, feedback from both the students and authors, and finally their plans for future events.
Join the breakout room to ask and answer questions. Please watch the video before joining the session. The presenter will be available to take questions about any of the topics brought up in the video. Participants will also have chances to add their own idea.
“Reading for fun” isn’t a common practice for high school graduates in Palestine, where interest in reading typically centers on high school exam results. How might ER improve students’ attitudes about reading and shape their identity as readers? Over one semester, to supplement intensive reading from an instructor, students at an intensive English program practiced in-class speed reading (Nation, 2020) and regular self-guided ER through the Oxford Bookworms series, as well as free digital ER resources (Newsela, Ello, and English Through Story). Results suggest that consistent ER routines may have changed students’ perceptions about reading, heightened their awareness of their own progress, and stronger self-identity as “readers.” This is remarkable given a setting where unpredictable interruptions are the norm. This session and discussion will give the results of a reading inventory survey, lessons learned, tips for implementing ER, and its proposed expansion beyond the setting. The audience will contribute valuable feedback!
Geoff teaches English through the format of book clubs. How does he help to engage students in the choice of book? How does he help the setting, author and characters come alive? How can we create a programme structure that leads to inspired and motivated readers? Geoff will show how he provides an engaging and motivating start to a course by going outside the text to look at location and setting, the author’s background, and cultural or historical aspects to bring the text to life. He will show numerous practical examples of how he does this such as using Google Earth for location setting; using author interviews or movie clips; biographies, and of course the book itself. This session is aimed at teachers looking for ideas to ensure a motivating start to an extensive reading programme.
Extensive reading in a community ESL program: Perceptions of Student Teachers and adult ESL learners #3197
Despite growing attention to the use of extensive reading (ER) in ESL teaching, little focus has been placed on adult community learners and their instructors. This presentation reports on the findings of a small qualitative case study conducted at an adult ESL community outreach program linked to the TESOL MA practicum course. The study examines student teachers’ (STs’) (N=13) perceived experiences of using ER in instruction and community members’ (N=16) perceived usefulness of engaging in ER. Responses to selected questions in an end-of-the-program reflection and survey for STs and community members, respectively, were coded and analyzed for common topics. Most of the STs were able to integrate ER into instruction, but their perceptions of the experience were impacted by the learners’ responses to the reading. Most of the learners engaged in reading outside the class and they reported that ER helped them improve their English language abilities, specifically vocabulary.
Cancelled Ready to read #3208
It is hard to make students read. Teachers struggle to motivate their students to read, and they get frustrated when they assign them to read a text, a chapter in a novel or even a short story at home, then they find almost none of them read the assigned text. They end up reading the text with the students in class. All over the world there are too many students who find reading classes boring and demotivating. Teachers think that the students are unmotivated to read just because they are “lazy”, “not interested in the topic”, or that they “don’t like reading”. However, the golden key for solving this problem is simply the “pre-reading” stage. This session will focus on how to motivate students to read and will highlight some ideas to prepare students for reading.
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The Avenue project has been working towards raising awareness of extensive reading as a means of supporting language learners in the settlement sector across Canada. As this venture is gaining momentum, we have identified essential characteristics of a large scale, cohesive extensive reading program. In this session we will share these attributes with examples from the Avenue project. We will also share an update of our progress towards building a national extensive reading system.
Designing an Extensive Reading Website to Enhance Intercultural Communication Abilities and Global Competence #3241
This study will report how an extensive reading (ER) website (https://lchineseer.sites.pomona.edu) was designed and constructed for learners of Chinese as a foreign language. A complete review of existing ER websites was first conducted to draw insights on website features and functions. A needs-analysis was conducted among a group of L2 Chinese learners to examine their reading needs. Based on the reading needs, over 300 reading passages on different aspects of Chinese culture were adapted or adopted. The reading passages were categorized based on number of words, readability levels, and topics. How to use the website to improve intercultural communication abilities will also be discussed.
Research into the effects of extensive reading (ER) has surged over the past few decades. However, many of these studies are limited by their lack of control over how the ER treatment is conducted. Furthermore, experimental and quantitative studies that investigate the possible effects of ER on the reading skills of learners of Japanese have yet to be fully explored. The goal of this study was to investigate the possible effects of ER on the reading rate development and comprehension abilities of learners of Japanese as a foreign language (JFL). Using a quantitative single-case study method, eight intermediate learners of Japanese were monitored while they engaged in ER and strictly adhered to ER principles over 2.5 to 4 months. Results showed that participants’ reading rates increased significantly following the monitored ER treatment and that comprehension abilities were not hampered by an increase in reading rate. Pedagogical implications will be discussed.
This action research study, conducted with 13 eleventh grade students from a public school in Piedecuesta, Colombia, was focused on establishing how the implementation of an Extensive Reading technique in the EFL learning school context contributed to the development of critical reading skills in L2. Diagnostic tests, video recordings, teacher’s journal and students’ diaries, and posttests were used as instruments to gather information to determine any improvement. The results revealed the positive impact ER had in the classroom to foster students’ reading process. In such a way, the participants demonstrated the use of different reading strategies to deal with texts, and the teacher-researcher reflection upon her pedagogical praxis during pandemic collected valuable information of the remote educational processes and its difficulties.
Previous Extensive Reading (ER) studies almost exclusively focus on English language learners and tend to be limited by their lack of control over how the ER treatment is conducted and assessed. Furthermore, studies that investigate the possible effects of different styles of ER, including Extensive Listening (EL) and Audio-assisted Extensive Reading (AER), are few. The goal of this study was to investigate the possible effects of monitored ER, EL, and AER on the general proficiency development of learners of Japanese as a foreign language (JFL). Using an experimental design, data collection for the first year of this three-year project (currently including data from 92 elementary and intermediate JFL learners) has been completed. First-year results indicate that all treatment groups outperformed the control group, and the AER and ER groups had higher gain scores than the EL group. Pedagogical implications, future directions, and the current impact will be discussed.
Much has been said and written about the benefits of ER for language learning, and vocabulary gains through ER have often been investigated. Vocabulary knowledge is obviously important; it is, for example, regarded as the single greatest predictor of comprehension. Vocabulary is also essential for communication for, as was said fifty years ago: “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Yet, while vocabulary gains have received much attention, learning grammar through ER has been largely overlooked. In this talk, I want to focus on the problems that unfamiliar grammatical constructions can cause in ER, and the grammar learning that is possible from ER. I will be doing this with examples from my own experience as a French language learner (not that you will need to know French to understand the examples!). After considering the extent to which grammar learning is possible, I will then discuss how the language teacher and other forms of instruction can facilitate this learning. The talk will suggest gaps in our current knowledge and so will conclude with some thoughts about future research directions.
AWL + ER = AWL Readers #3243
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Given the importance of learning L2 vocabulary in context (Webb, 2008), the use of academic texts would seem to be one of the most useful ways to support the learning of academic vocabulary. However, authentic academic materials rarely have sufficient academic vocabulary range and frequency to provide for the learning of the academic vocabulary. In addition, authentic materials tend to be too difficult for all but advanced level students. Against this background, the presenter wrote a fictional graded reader series (‘The AWL Readers’) in an attempt to make the learning of English academic vocabulary in context more effective, more comprehensible, and more stimulating for the students.
The AWL Readers follow the adventures (and misadventures) of a fictional university student and her unusual friend. They include all 570 AWL words, most recycled multiple times. This presentation will discuss: (1) how and why the AWL Readers were created; (2) how they will be used at the presenter’s institution; and (3) their possible usefulness in other teaching and learning contexts.
This workshop is for those who want to learn how to implement digital ER for reticent readers in EAP settings where digital resources are unfamiliar to students. For online and blended classes, ER tips were found to be useful to supplement intensive reading to establish reading routines (Grabe & Stoller, 2020; Nation, 2012). Based on lessons learned in Kurdistan and Palestine, the session will help guide participants as they compare free digital ER resources, for fiction, non-fiction, and tools instructors can use to generate their own leveled texts for extensive reading ("i-1") or intensive reading ("i+1"). Finally, participants will create, share, and give feedback on their own plan for implementing ER.
Many language teachers implement Extensive Reading in their classes in the knowledge that it will benefit learners’ language development. However, it can be difficult to create entire courses around ER, and some institutions require a compulsory textbook for each course. This presentation describes the development (and completion) of a four-skills coursebook seamlessly integrating an ER program through Xreading.com. The book is designed with a task-based approach and features engaging and relevant topics for learners.
When young learners are finally able to read their own books in the target language learned, it definitely is not merely an instant process of alphabet recognition or spelling. Long before the day arrives, they should have been enduring a process which should be a complete discovery of meaning and cultural values in which they are brought upon. It is linear to Ki Hajar Dewantara—Indonesian’s Father of Education—strong belief that exposure to dolanan (game), tembang (song/chant), drama or play, dongeng (stories) with local and culturally rich content are ideal tools to facilitate young learners. This practice-based findings reveal cultural value awareness and immersion as learners are exposed to poster stories, puppet show stories, children pictorial books, and articles with local content. Several methods applied and discussed are: reading aloud, story telling, comparing and analyzing cultural values within stories and learners’ local culture, and also opinion giving.
Second language Literature Circles (L2-LCs) are useful as a way to help students onboard to ER. However, in the post-pandemic era, traditional face-to-face classrooms are but one setting for managing second language (L2) extensive reading (ER). Due to the variety of new contexts, an agenda-based system is suggested as an alternative to role-based LCs. Agenda-based meetings are authentic, intuitive for inexperienced teachers, and logistically simple. Agenda-based worksheets simultaneously scaffold learners’ responses to a reading during the reading phase and provide a plan for sharing learners’ inner experience with ER for students and teachers alike. This presentation aims to elucidate relevant pedagogical stylistic features of L2-LCs and show how teachers can quickly and easily develop worksheets in the agenda-based format. The addition of a separate pre-discussion stage for learners to focus on language and facilitation skills makes L2-LCs more effective for supporting simultaneous orientation to ER and building self-efficacy for discussion.
The aim of the study was to investigate a group of Thai university students’ perceptions of reading and English language learning. Twenty-eight students participated in two sessions of online discussions. The first was their responses to the question on the best way to learn English and the second was on their favorite language skill. The data collection was done in January 2022 and it was the online learning context. It was found that reading was not found to be the best way to learn English. As for their favorite skill, reading was the favorite skill of eight students (29%). About one-third of the students said their favorite skill was reading, but the majority of them did not see reading as the best way to learn English. The findings suggest the need to promote and cultivate reading habits among adult learners, especially university students to embrace both intensive and extensive reading.
Join the breakout room to ask and answer questions. Please watch the video before joining the session. The presenter will be available to take questions about any of the topics brought up in the video. Participants will also have chances to add their own ideas.
This presentation will look at how teachers and educators can create high-quality extensive reading materials that can also work for extensive listening. Attendees will learn how to create graded readers by recording natural speech in the form of narrations, stories, and interviews. The presentation will then show how to use various free tools, such as Canva, PowerPoint and Google slides to transform audio into engaging and even interactive audio books and lessons. In addition, teachers will learn how students can create works of art to share with other students around the world. Lastly, the presentation will briefly show how educators can crowd source creation by recording audio and video of people (friends, family, coworkers, etc.) around the world and then transforming it into extensive reading and listening materials, particularly graded readers.
As educational technology is becoming an available and an attractive tool in the teaching-learning English program, there are many institutions of education utilizing educational technology in their English teaching-learning program. Xreading is one of the modern educational technology and learning management systems that emerged for facilitating a successful extensive reading program. This study investigated the implementation of online extensive reading program through Xreading platform and EFL student's perception of this extensive reading platform. The participants of this study were students from English Literature, Universitas Negeri Surabaya. This study aimed to explore how EFL students perceive their identity as reader in Xreading program. Then, a stimulated recall was utilized as the instrument to collect the data in this study. The data in this study were analyzed by three steps: (1) data condensation, (2) data display, and (3) conclusion. Moreover, this study reported that online extensive reading program through Xreading platform will allow students to determine their identity as a reader and also improve their reading motivation.
The Impact of Extensive Reading by Applying Two Reading Sites to Improve Learners’ Lexical Knowledge for Reading Comprehension #3287
Drawing on the benefits of Krashen’s comprehension hypothesis (2003) and compelling input hypothesis (2018), Ellis’ “implicit learning without conscious awareness” (2008) and Grabe’s “long-term and large volumes of input” (2009), extensive reading (ER) has been found beneficial to develop the learners' comprehension. This study investigated the impact of extensive reading of two reading sites, BBC English learning and British Council Learning English on high school EFL learners. This study examined if ER facilitated target learners’ lexical and cultural knowledge to develop reading comprehension. Learners of the treatment group (n = 35) and control group (n = 35) received instruction with ER and without ER, respectively, for six months by adopting two International English Language Testing System (IELTS) tests. The mixed-method paradigm triangulated the data to gauge changes in them. The result showed that treatment group learners outperformed the control group, which is statistically significant and implied incorporating the extensive reading as an extra-curricular.
Integrated Dictionary Usage During Online Extensive Reading (Xreading) and its Effect on the Use of Reading Strategies #3286
The ability to guess meaning from context is a valuable skill for developing vocabulary knowledge. Although during extensive reading, dictionaries are typically not used, the new integrated dictionary in Xreading allows learners to immediately access definitions as they read. This research is investigating the effect that this online integrated dictionary usage has on the learner's ability to guess from context.
When teachers read extensively in a second language, we can gain insight and an appreciation of the task we ask our students to perform. After briefly describing his own reading program, the presenter provides an overview and recommendations of graded readers published in German language. To broaden the discussion, the audience is welcome to share its experience of reading in a second language. Through sharing our experience, we can consider how it can inform our pedagogy.
Remote lessons prompted the shift of extensive reading (ER) assignments from paper books to digital libraries making audio readings of books easily available. Any student with an Xreading account now has access to reading-while-listening (RWL). Providing second-language learners with access to vast amounts of reading and listening is undeniably beneficial; however, will learners choose RWL over reading only? 158 students with prior experience using Xreading were tasked with using RWL for their reading assignments. Questionnaires about the RWL experience indicate a broad belief (78%) that RWL is a beneficial way to learn English. 8 students agreed to follow-up interviews, and the majority of interviewees found audio enhanced the reading experience; improving their concentration and enjoyment. Yet some found it distracting and exhausting. Although a majority of students understood the benefits of RWL, it can be said that it may not suit the learner profiles of all students.
The Extensive Reading Foundation defines graded readers as texts that utilize “syntax and lexis that are controlled in order to make the content accessible to learners of the language” (Extensive Reading Foundation, 2022). It is true that many beginning and intermediate level students find the comprehensible input provided by graded readers useful for reading fluency and vocabulary development. However, advanced learners often find that they have difficulty employing effective reading strategies when transitioning from the controlled texts in graded readers to college level readings assigned in first year courses. Advanced students are faced with the reality that many of the texts used in English medium universities are not written taking the needs of L2 English learners into account. This presentation will explore transitional reading strategies that have been utilized in a college foundation program in Qatar. Strategies that will be explored include vocabulary development, reading fluency, and text comprehension strategies.
Mini-Bibliobattles in an Extensive Reading Course: Changes in the Learners' Perceptions and Presentations #3166
Bibliobattle refers to a social book review game where presenters introduce their favorite book to the audience in a group, and the participants decide the champion book by votes (Taniguchi, 2013). Mini-Bibliobattle is a variation of it with a shorter presentation and discussion period (see Oda, 2018, for the procedure). The study aims to examine the students’ perceptions toward Mini-Bibliobattle and analyze the changes of their scripts throughout the presentations. Approximately 40 university students participated in an 8-week online ER class holding two Mini-Bibliobattles in the L2. Consequently, similar to the previous study by the presenter, participants showed generally positive reactions toward Mini-Bibliobattles and shared interesting books with others. Also, improvements in the presentation were found regarding use of devices such as asking questions. Thus, Mini-Bibliobattle can facilitate learners to read more books and present a favorite book in an attracting manner to the audience.
The Extensive Reading Foundation (ERF) has created a wide array of resources, and houses and publicizes resources created by others. This presentation reports on one of these ERF resources: the ER-MOOC (https://er-mooc.org). The MOOC is a course that engages educators in thinking about major aspects of Extensive Reading Approach. Those who register and complete the course receive an official certificate of completion from the Extensive Reading Foundation. The course was facilitated by Helene Demirci and Tom Robb, with help from many other contributors. It consists of 13 modules on topics such as “getting started with extensive reading,” tracking and assessing students’ reading,” and “introduction to websites for extensive reading and listening.” To help educators complete the course, 13 weekly 50-minute sessions are held online, one for each module in the MOOC. Five people from five different countries who participated in these sessions will share about the MOOC and the sessions.
Students will tell you that they don’t like reading, but this is simply not true. On social media and through instant messaging students are reading (and writing) all the time – more than any other generation before them. They do not think of this as reading. Moreover, they are following engaging narratives about people, and responding to what they read on various important cognitive, emotional and social levels. Our classroom practices must and can be adapted now to connect with this very positive reality. So, if we introduce reading which is easy, in contexts learners understand and enjoy, they will be more motivated and will develop essential 21st century life skills alongside natural, meaningful language development. This session looks at ways to implement this with young adults, encouraging them to see how reading leads defining and redefining our values by exploring the lives and cultures of others.
This discussion is centered about the process of extensive reading (ER) program implementation in schools from a functional perspective. There are many factors that may have hindered the spread of ER into the public school systems of many countries such as the need for and expense of graded readers, the means to handle the lending and return of books, the general mindset geared to intensive study in order to pass examinations, and the already heavy demands placed on public school teachers. It makes an argument for a top-down approach being required for wide-spread implementation as well as the need for materials other than graded readers, which while being the gold standard for ER, cannot realistically be purchased by and managed in a large school system. The impact on student choice of what to read is also discussed. We will then proceed to a discussion with the participants concerning a way forward.
In February 2022, the Thailand Extensive Reading Association (TERA) in collaboration with Sakdibhornssup Foundation launched a project called “Building a Nation of Readers”. The project provides an opportunity for secondary school students across Thailand to have hands-on experience of extensive reading outside of class through a reading marathon event. 200 students participated in the project and were divided into 20 teams with one teacher supervising each team. Xreading.com was used as the platform for the participants to read graded readers of their own choice and to assist the organizing team to keep records of their reading. A webinar on tips for improving reading skills and vocabulary through reading graded readers and a workshop on online extensive reading via Xreading were conducted to prepare the participants for the marathon. This presentation will reveal participants’ opinions and experience of online extensive reading and highlight what needs to be done to keep their love of reading growing.
The speakers tried to improve students’ English knowledge by using the ER approach. Therefore, they implemented an Extensive Reading Project involving 72 students of the Mongolian University of Science and Technology with the help of the XReading.com platform. This project lasted for two months from March to May. The presenters have raised the hypotheses whether the extensive reading approach has improved the students' English speaking skills and enriched their vocabulary or not. The participants have been asked to read the suggested books so that it was easy to maintain understanding during the discussion. The most essential part of this project was a club held once a week by the lecturers with the purpose of discussing and debating what the participants read. Pre- and post- tests were variables used to identify the effects of the ER method. Finally, the data taken from the tests was processed with SPSS program. Outcomes of the study will be indicated in details using authentic source materials.
Peer reading has been widely practiced for fluency improvement and has implications for the language learners of all ages. It often involves reading loudly in a low-pressure context. In India, schools are present with a wide amount of cultural diversity. Culture exchange through extensive reading is found to be rarely practiced in Indian schools and requires a serious and immediate attention from the teacher community. This study sets out with the belief that there are linguistic and motivational benefits for Indian learners through peer reading activities. The method of this study is designed to have an experimental and control group. The study follows the theoretical framework of the socio-cultural approach to learning and cognitive development and compares the level and quality of interaction and motivation among the learners of two groups.
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Xreading is digital library that gives students access to over a thousand graded readers from major publishers such as CUP, Cengage, and Macmillan. Students have unlimited access to all books as well as audio narrations, ratings, and quizzes. In addition, the system tracks students' reading progress (books read, words read, reading speed, quiz scores, etc.) so it makes management and assessment much easier for teachers. The system is constantly evolving and growing in terms of the number of books and features. In this presentation, the founder of Xreading will explain the new functionality that has been added over the past year, including the speed-reading and journal components, and what is planned for the future. Current users of the system are encouraged to provide feedback and suggestions based on their experience.
Inspired by the book flood studies, the project aimed at providing more input to a group of high school French learners in the U. S. since they rarely have the opportunity to read a coherent text or to see language used in context. Twenty-one high school students in the U. S., having studied French for two years in middle school, participated in an experiment where they were guided to read stories in French for twenty minutes each day, twice a week, for three months. Materials used included simplified stories as well as children’s stories for native French speakers. Pre- and post-study questionnaires were used to see if the experiment had an impact. The results showed that although there was no significant improvement in terms of reading rate or vocabulary size, students showed improvement in pronunciation, and they reported being more confident in their reading ability, and more motivated to read.
Cancelled Implementing extensive listening and reading using authentic texts with students’ career goals in mind #3209
Despite a lifetime loving, learning, teaching, and researching language learning, one question remains—how is it possible to study a foreign language for years, excel in the classroom, complete university degrees in said language, and yet struggle to communicate? This outcome is more common than we would like. Without studying abroad, students learning a foreign language lack adequate input, limiting their ability to comprehend others or express themselves when the opportunity finally appears. For most students, however, study abroad is not possible, which leads to two questions. 1. Could authentic digital books at the right level be used to provide students more opportunities to develop oracy skills? 2. Could these same authentic digital books be useful for building vocabulary specific to their personal interests and goals? Nation & Waring (2020) point out two factors that suggest Extensive Listening and Reading could be implemented with broader goals in mind, describing 1) “reading aloud as a useful activity in its own right – people gain pleasure from listening to stories and talks and from reading stories to others” (p. 69), and 2) pointing out that “vocabulary learning from extensive reading occurs as a result of repeated meetings with words, word families, and lexical phrases in context, and as a result of the quality of these meetings” (p. 72). In this session, the presenter will examine how an Extensive Listening and Reading could be implemented considering the future career goals of students and the need to develop language for specific purpose.
Establishing an Extensive Reading Program in a Chinese as a Foreign Language Context: Reading attitudes, language abilities, and ER activities #3242
Extensive reading (ER) has been widely practiced in teaching English as a foreign or second language contexts. However, reports on how ER has been practiced in Chinese as a foreign or second language contexts are not commonly seen. This study reports how an ER program was established in a liberal arts college in the U.S.A, and how ER affected the L2 Chinese readers’ reading attitudes. The study also examined L2 Chinese learners’ perceptions of language abilities improved through ER, and their enjoyment of ER activities. Data were collected over thirteen weeks through pre-and post- reading attitude surveys, weekly ER activities, and the end of the semester reflections. The findings suggested ER significantly improved L2 Chinese readers’ confidence in reading Chinese and devotion to learning Chinese. ER was perceived to improve reading fluency, reading comprehension, vocabulary, grammar, character recognition, character recognition, writing, speaking, and listening skills. The study also revealed that students enjoyed ER activities because they solidified their comprehension and provided opportunities to interact with co-participants.
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.
Cancelled How Can Reading Aloud to Children Promote Language Acquisition? #3234
This speech will share my thoughts on reading aloud and how it can affect children’s language acquisition. As a father, I’ve been recording my daughter’s literacy progress over the years. Reading aloud proves to be a vital factor that promotes her language literacy. Based on this case study, I’ve been actively promoting reading aloud to families around China. This speech aims to report the efforts and efficacies of reading aloud English children’s books to Chinese kids and arouse the interest and motivation of promoting this method in communities far and wide.
The speech will be divided into four major parts: One side of the story: language learning vs acquisition The other side of the story: Why I read aloud to my daughter Case study: The literacy development through reading aloud Mission: Promoting read-aloud to Chinese families
Cancelled Can one teacher make a difference? #3245
Enthusiasm for extensive reading (ER) can be contagious, both among students and teacher-peers. But can a single teacher have a disproportionate impact on an institution's ER programme? In this brief session, the presenter will compare student reading performance in classes that both the presenter and his (2) colleagues taught simultaneously over the past 3 years, as well as evidence from a former programme, designed and run by the presenter, that suggests that an individual instructor can indeed have an outsized impact on an ER programme. Participants will then be invited to participate in a discussion and offer their own experiences and opinions.
Encouraging Students’ Extensive Reading using Interactive Virtual Library: A Story from MTsN 1 Pandeglang, Indonesia #3198
Studies indicate that extensive reading has given considerable benefits for language learners (Nation, 1997; Yamashita, 2013; Suk, 2017; Wang & Ho, 2019). However, the major challenge to do extensive reading in an EFL setting is book availability (Renandya et al., 2020). In addition to that, students in the digital age nowadays are strongly dependent on activity-related technology, causing reading to lose its attraction. In the effort of proposing an alternative solution to this challenge, extensive reading needs to be simultaneously implemented with technology. One encouraging way is using Interactive Virtual Library (IVL), which is a contextually-designed free reading resource created by a teacher to support students’ ER practice interactively. In this presentation, we would like to share an Indonesian teacher’s best practice in encouraging students’ ER using IVL. Specifically, we would like to describe how the IVL is created, how it looks like, and how it is implemented in the classrooms. In addition, we will also discuss some opportunities that the IVL offers, including how it can be adopted and/ or adapted in other EFL contexts, and how it solves the issue of limited book availability at schools. Furthermore, we will describe some potential challenges from creating and implementing the IVL, and what we can reflect in order to better implement it in the future.
Community sharing and empowering on extensive reading can be supported and done through various means. Starting from early 2020, free online workshops and webinars on extensive reading have flourished to help the community to stay updated, enriched, and connected due to COVID-19. Indonesian Extensive Reading Association (IERA) took this opportunity to create an online platform for ER community in the form of a podcast. A podcast is an open source that provides varied series of discussions on certain topics. The podcast that we are going to share is “satERdate with” podcast which focuses on extensive reading and literacy. “satERdate with” invited ER experts, practitioners, and enthusiasts to share theories, insights, and their best practices. This presentation emphasizes the possibility of using a podcast as an online community sharing and empowering on ER. In addition, we will also highlight how the podcast can be used as a free authentic extensive reading online resource for academic purposes.
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Extensive reading and creative writing are two activities that can be both enjoyable and motivating for students. With the objective of combining the two activities, plus to add a competitive element, a graded reader writing competition was held among students at a junior/senior high school in Tokyo, Japan. In this semester-long project, students, under the guidance of their teacher, wrote and illustrated their own graded readers. Despite multiple challenges, the result was successful. Twelve student writers completed novels which were then made available on the Xreading website so they could be read and rated by hundreds of students around the world as well as a panel of volunteer judges. The presenter will discuss the process that was used, share some samples, and explain how the project will be expanded in the future.
There are a variety of terms for extensive reading (ER) such as pleasure reading or free voluntary reading, resulting in some confusion about the definition or operationalization of ER itself. This has caused the ER research to be inconsistent in both research findings and understandings among researchers. As one of the solutions for clarifying and identifying the concept of ER in foreign language learning, this research focuses on a method of concept analysis, which aims to resolve a concept into simpler elements. The results show previous ER studies can be summarized in three elements: attributes (e.g., a massive amount of reading, appropriate learning environments), antecedents (e.g., engagement, interests), and consequences (e.g., autonomy, self-confidence). These findings will be beneficial for researchers in that they can differentiate ER as an academic term from similar terms or the daily use of the term and have a common understanding of ER research.
This presentation will outline the goals of the Global Foreign Language Reading Survey 2022 (GFLRS 2022). GFLRS will survey teachers from all over the world to examine their perceptions of how foreign language reading should be taught in kindergarten, formal schooling, university and in adult education. GFLRS will illuminate the teachers' perceptions of the place of extensive reading in the foreign language curriculum and how it is practiced by those teachers who are doing ER and will find out why many teachers and institutions are reluctant to do ER, the barriers they face before adoption and what we can do to persuade them to adopt ER. Attendees will first hear a brief summary of the project and will be encouraged to highlight areas in the survey that might need to be modified for certain regions to account for local conditions. Finally, participants can sign up to be part of the survey either as subjects or recruiters who will find subjects. All non-personally or institutionally identifying data will be made available to the public.
Making Avid Readers out of Reluctant Readers: Factors that Motivate some Students to Finally Embrace ER on XReading #3240
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This preliminary study seeks to understand why some readers were at first reluctant to do Extensive Reading (ER) on XReading but later became avid readers and what caused this shift. As part of a university writing class for English majors in Taiwan, ER was introduced as a class component to help improve student writing. In the fall semester, many students failed to do the assigned reading but became motivated in the spring semester; embracing ER and surpassing the semester goal of 60,000 words within 6 weeks. Using a questionnaire and group interviews to investigate this change, this researcher expects that externally motivated factors, such as test exemption, better grades, and a grand prize, may play a large role in their motivation. It is hoped that educators can use this study to better motivate current Reluctant Readers (RR) or reduce the future number of RRs in their classes.
For Japanese as a Foreign Language (JFL) teachers and researchers interested in Japanese ER, knowing what reading goals for learners are feasible, or whether learners do develop an awareness of and ability to evaluate whether a text is at their comprehension level can be difficult. Only a handful of studies address aspects of the first question, and none appear to explore the second. This presentation discusses the reading habits of nine JFL learners recruited for an exploratory project conducted in New Zealand. Nine readers read graded readers, children’s books, and websites written in easy Japanese for one to two semesters, recording what they read in weekly reading logs. Data collected contributes to clarifying whether learners display an awareness of appropriate difficulty levels and develop an ability to evaluate which reading materials are at their comprehension level, and also what volume of reading might count as “extensive” for Japanese learners.
It’s not surprising that student engagement in compulsory English eduction is often very low. This Exploratory Action Research study investigated student engagement with the XReading program over a full academic year in a compulsory general English class at a Japanese university. Early investigations found huge gaps in students’ basic skill levels and many students were not able to articulate how or why they could study English effectively. This research shows how addressing students' language awareness of several key concepts resulted in improved engagement levels with extensive reading tasks and the impact on their general English test scores.
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The positive effects of Extensive Reading/Listening on language learners have been recognized and more and more institutions have been implementing ER/EL in many countries around the world. Meanwhile, some schools, which had once shown great success with their students’ improvement of their language proficiency, are now not as enthusiastic as before or have even reverted to their previous teaching methods, for various reasons. First, this presentation will explain why ER/EL is important for language learners. Second, it will provide some reasons why many schools are not implementing ER/EL. Then, some demotivating factors for learners which keep them from ER/EL will be provided. Next, useful tips, which motivate learners to keep reading and listening extensively, will be introduced by presenting the results of practical studies. Finally, the presentation will propose teachers’ roles: what they should do or should not do to succeed with an ER/EL program.
ERF Affiliates Report #3246
Each of the ERF's affiliates and forming affiliates will present their activities in the past year in a 2-3 minute presentation to the ERF Board. This might include officer changes, events held, constitutional changes and so forth. Each affiliate and forming affiliate should also present on their upcoming plans. The ER public encouraged to attend to see how these ER associations work behind the scenes and potentially use this information to start their own ERF Affiliate.
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After 5 years of living in a Chinese speaking country and over 100 hours of class lessons, I failed to get a grasp of this language and communicate in my daily life. After discovering ER and the Mandarin Companion series, I began a serious quest into extensive reading for myself. Within weeks, my comprehension grew as did my “feel” for the language and for how to correct troublesome grammar points. In this talk, I describe the experiences of first getting into graded readers, where my reading was slow initially and how it improved quickly, how this helped my grades, and the difficulties that arose. Additionally, I found ER is beneficial for those at advanced language level. This talk is to help teachers better understand their students’ extensive reading experiences and encourage teachers to write graded readers in their own languages.
ERF Affiliates Panel #3325
This session has two parts. Motivating Learners to Read Extensively Around the World Whilst there is a certain level of agreement on the activities that can be adopted to gain the benefits of extensive reading for language learning, recent discussions among the ERF affiliates have impressed upon us that different approaches are needed when motivating learners to habitually engage in extensive reading in different parts of the world. Therefore, this panel discussion aims to bring together the affiliates to discuss and answer questions related to motivating learners to read extensively in their given context. The session will include other panelists not listed here. Following the panel there will be a general discussion on forming and managing ERF Affiliates
The Sustainable Development Goals (SDGs) are an increasingly hot topic across various fields and levels of education, and it is not unusual to see them used as a framework or a reference for curricula that engage with social change as early as elementary school. Yet for many students, the SDGs are often just abstract concepts whose issues are perceived to be only related to communities and/or countries rather than ones that impacts their own lives. We discuss how SDG-based extensive reading programs can promote both local and global engagement by educating students with a passion for reading, and through that platform learning about the significance of the SDGs not only on a global scale, but also on a national level. Furthermore, we demonstrate how extensive reading can be a stepping stone to critical thinking about the SDGs and issues they can see in their everyday lives. In addition, the readers encourage students to make connections between the goals and encourage students to see social issues in that way as well. In conclusion, we introduce the process of creating locally engaged SDG-inspired extensive reading programs, student reactions to these materials, and conclude with a discussion of feedback from our students to reveal how your students can benefit from them.
This presentation describes a project that involved senior high school students in Malaysia in an English class where they did extensive reading in preparation for educating younger students about actions everyone could take to reduce climate change. In groups of 4-5, guided by cooperative learning principles, students chose their own environmental topics, researched them (mostly online), and prepared posters and other materials. The technique Gallery Tour was used in which the groups of older students stationed themselves and their materials around the classroom, and the younger students visiting from another class circulated among the various host groups who explained their ideas and fielded questions and comments. Extensive reading was involved in the initial preparation of the materials, in their refinement, and in responding to the questions and other feedback from the visiting class.
English should be learnt not only from the textbooks, but in the daily life. ER is a must for all people who want to learn the language. There are many obstacles to practicing ER in China although all people agree it is important. We are trying to help teachers and parents of young kids to overcome some problems by using the Fanreading platform and AI devices and make ER a ritual like brushing teeth. It is too difficult for kids to choose books by themselves when they have little knowledge of English and most parents also can't help. Fanreading provides an easy-to-use graded reader database to choose books by levels, series, and key words on Mobile and webpage. There is no school time for ER, while it is easy to lend books to kids to read at home, most parents are unable to help them. Fanreading allows teachers to record their lessons on the platform and push it to the kids automatically. Little kids don't have smartphones, and many parents also don't want their kids to use them in case kids are not learning on them. The Fanreading platform is connected to AI devices that are portable, and can be synchronized with a smartphone so kids can have their own English learning tool while parents can observe the students' activity.
Xreading News is an exciting new feature recently piloted on Xreading. Each week there are 5 graded news articles. Stories are short and cover a wide range of topics, such as Science & Technology, Health, and World News. The team of story writers and the series editor will discuss various aspects and perspectives on the process of bringing news stories to Xreading. They will discuss sourcing and selecting stories, writing graded text, and simplifying complex issues. They will also talk about using the stories in the classroom.
This paper reports an on-going study of an introductory extensive reading program for 62 undergraduate students of Thai Language Teaching and Physical Education Teaching majors who rate their English language proficiency low. The participants were assigned to six weeks 30-minute and another six weeks 40-minute online weekly reading assignments. Weeks thirteenth to fifteenth were voluntary. Besides data collected weekly from both close and open-ended questions, the participants were asked to express their impression towards extensive reading after six weeks. After twelve weeks, they were asked to decide whether to continue reading. Motivating techniques trialed along the twelve-week extensive reading program, and the motives behind the choices to continue and discontinue reading after the twelve weeks will be presented and discussed. The findings are hoped to serve as a stepping-stone to develop an effective extensive reading program for other undergraduate students with low English proficiency in Thailand
Integrating Extensive Reading for a Skill-based Pedagogy in a Multi-proficiency Content Setting #3190
The application of extensive reading as pedagogy in tertiary education can greatly enable learners to build confidence in reading long-form texts and better equip them for the realities of higher education and the prevalence of high level English texts. However, the development of reading skills seems neglected with students expected to sink or swim regarding handling the reading load in higher education contexts. This presentation will consider how extensive reading skills can be developed within a content-led setting to improve student extensive reading skills in a multi-proficiency setting, while also being able to fulfil course objectives in terms of content delivery. This will include classroom strategies that enable students to digest content through cooperative learning and critical reading skills, to allow accessibility to content for lower-proficiency students, and confidence building in higher proficiency ones.
Cancelled What Derived Word Knowledge is Necessary for Graded Readers? #3237
As a partial replication of Laufer and Cobb (2020), the study determines the proportion of graded reader texts covered by basewords, inflected words, and derived words. Over 100 graded readers from various publishers and across various levels were manually analyzed to determine the number of proper nouns, marginal words, basewords, inflectional forms, and derivational forms of each. Through this analysis, I developed a list of the most frequent affixes in the graded reader corpus and assessed the contribution of affixed words to lexical thresholds of 95%, 98%, and 99%. The results show that when basewords, inflectional forms, and proper nouns are assumed to be known, relatively few derivational affixes are usually enough to reach 98% coverage due to the nature of graded texts versus other text types. This has pedagogical implications for practitioners who advocate graded readers for reading fluency development, requiring a high degree of coverage (i.e. 99% or 100%).
Cancelled An Online Zoom Reading Class for Adults in Korea: Online stories as Communicative Tools During Covid 19 #3270
This presentation shows a 15 week-online English class for adults mostly seniors from 2020 through 2021, during the covid 19 era. Internet stories of two websites were used as the primary teaching materials. The presentation talks about 1) various learning activities with easy-to-read online stories with story-map making method 2) Reading-alouds and sharing their daily life experiences, which increased their language exposure and motivated them to read continuously, and 3) volunteering activities of the studentsreading to their family members, children, and neighbors. In addition, the presenters would like to show English teachers how to use online stories and storybooks more effectively in their class.
The session will explain how remote online extensive reading (ER) groups were created using Zoom video conferencing for after school activities and summer camps. Teachers of Arabic in local schools in the UAE were invited to join the project and interested teachers were provided access to the Arabic ER website that contains links to online Arabic reading materials and the Arabic M-reader site.
The project aimed to introduce ER in the home in an attempt to encourage families to embrace and normalize reading. The Arabic version of M-reader was used to track students' reading and to facilitate a competition. Feedback on reading achievements and the competition was provided in the Zoom meeting activities by volunteer undergraduate students. They also assisted in supporting students' ER practices in Arabic by reading aloud to children in the reading group.
The outcomes of the project will also be explained so that online reading groups can be implemented in any ER setting.
“If you want to make the most positive change that you can to your language course, set up an extensive reading program” (Nation & Waring, 2020, p. 182). In 2018, the Foreign Language Division (FLD) was established at Wayo Women’s University in Japan and tasked with managing a multi-departmental English program for 700 first-year students. The above advice was heeded and the process of creating an ER program for the university began. After a small-scale trial in 2019, the ER program started in 2020 amidst the Covid-19 pandemic. This presentation will report on the development and implementation of the ER program through Xreading. It will detail how it is managed, the challenges posed by the pandemic, students' achievements, the perceptions of students and teachers in the program, and how it helped create cohesiveness between colleagues and foster a positive change in the FLD’s English program at the university.
The purpose of this study was to examine how EFL university students in Japan would be motivated in an e-book extensive reading (ER) program with an element of competition. By the frequent distribution of an anonymous progress chart of the class on the number of the words read, 74 participants were encouraged to engage in ER on a virtual library website approximately for 30 minutes in class and 30 minutes outside class per week for one semester. The attached comprehension quizzes on the website were not required. They also spent half of the class time working on the textbooks designed for developing four skills of English language. Standardized online proficiency tests were given at the beginning and the end of the program. The results showed that the average reading score improved by 27.96 with statistical significance, which was equivalent to the increase of 22.57 in the estimated TOEIC reading score.
In the busyness of life. Extensive Reading sounds boring for some Students. A lot of Secondary students Minh Duc Secondary School in District1, in Hochiminh City Vietnam are not happy when they are asked about reading and especially when they are mandated to read. There are three purposes of this paper. The first is to elucidate the theory and principle of Vietnamese Teachers underlying their extensive reading beliefs. The deep-rooted principles will be discussed in light of practical classroom and contextual consideration in the parts of the students of Minh Duc Secondary School. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been tested for this school year 2021-2022. By giving importance to the immeasurable benefits of extensive reading in improving many aspects of L2 learners’ language proficiency, I hope to encourage great implementation of extensive reading in educational institutions in District 1,Hochiminh City. Vietnamese Teachers will also be acquainted with future directions in the practice of implementing extensive reading programs such as how to make use of the online resources, and available books at the library and be potentially equipped on making use of the internet to assess students 'potential And progress in reading extensively. Thirdly, the paper provides directions for steps that can be used for future Public Schools teachers on how-to conduct an extensive reading with Vietnamese students which I believe might fill in the gap in knowledge for Extensive Reading. The conducted research was conducted using goggle forms and goggle classroom to evaluate the difficulties met in expensive Reading .thus, it gives light to the joyfulness of extensive reading on the parts of the students and leads to the analysis of the importance of Extensive Reading.
When we let students choose stories on topics they like and choose, and can read easily, then we have so many opportunities to get them speaking. They can discuss characters and narratives, but they can also respond with opinions and feelings about messages, ideas and conflict in narratives. They can use illustrations as prompts for mini-presentations or storytelling activities. They can compare them with film versions, re-enact scenes for drama and do many different role plays. And above all, they can interact together with the books in a meaningful way on their own terms, in a supportive and creative language learning environment. This workshop presents lots of ideas for using readers to get young learners speaking, and to see that reading is so much more than a series of texts for teaching language.
Reading literacy is significant for learners’ academic success, and high levels of reading literacy can be established through strong engagement in extensive reading. It is seems that the advancement of competing media, such as television and computer games and the fluctuating socio-cultural contexts have made a significant influence on learners’ extensive reading habits. The purpose of this study was therefore to investigate lower secondary school English as a foreign language (EFL) learners’ extensive reading habits using descriptive survey design. The data were collected from 377 randomly selected EFL learners in North Wollo Zone, Ethiopia, using a survey questionnaire. Descriptive and inferential (independent samples t-test) statistics were used to analyze the data. The findings of the study indicated that majority of the learners’ habits toward extensive reading was poor. The findings of the study also showed that the EFL learners’ mostly read for academic purposes. It was also found that there was no significant difference (p > .05) between gender and age of learners regarding their extensive reading habits. Lack of reading materials, low English ability, and lack interest in reading are the major factors that affect EFL learners’ extensive reading habits. Based on the results, it can be suggested that integrating extensive reading programme in the EFL curricula, being accessible to a wide range of books (based on the learners’ level and interest) in the school libraries, and establishing school reading clubs in input-poor English as a Foreign Language contexts like Ethiopia is essential to promote learners’ extensive reading habits.