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