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

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.

“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 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.

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.

Join the breakout room for a discussion on Motivation.

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.

Thank you and look forward to seeing you in Indonesia.