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proficiency before the program started. The reading comprehension test and writing test were carried out with the same standardized test instructions and exact timing as the formal GEPT test. The time for reading comprehension is 35 minutes and 40 minutes for the writing test. In the next class, all the participants in both groups were asked to fill in the reading motivation questionnaires. The questionnaire surveyed the participants’ background information and levels of multifaceted reading motivation before the pleasure reading program. The allotted time to fill in the questionnaire was 30 minutes.
Right after the pretests, the researcher announced the pleasure reading program for the experimental group. First, every participant in the experimental group was given a portfolio that contained book logs and book report forms. Then they were informed that they would take a different reading approach in English Reading class.
The most important difference was that there would be no textbook for class, and they would follow their interests in choosing any books to read in class. Unlike in the regular English class, there would not be any skill-based instruction in the pleasure reading class. They were expected to improve their English ability and form good reading habits by means of pleasure reading. The rationale behind the pleasure reading was clearly defined and announced for the participants (See Appendix K).
Stage 3: Classroom Procedures
During the program, the time for reading class for both the experimental group (EG) and the control group (CG) was the same, once a week with 45 minutes for each period. However, there were different reading materials and instructions for each group. The EG was in a learner-centered learning environment while the CG was in a teacher-centered classroom.
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Experimental Group
Before every reading class began, the participants got their portfolio and chose their favorite picture books. While the participants were reading, the researcher walked around, observing their reading behavior and giving them any support. The participants read as many as books as they could in class. They were encouraged to choose one book at a time but they could change the book when they found it uninteresting or difficult. At the end of the class, they were asked to write one book report on any books they read. The participants were asked to write a simple summary of the story in English and to rate their liking of the story according to the scale provided. They were encouraged to write as much as they could and write in English.
However, because of their different English levels, not all of them were asked to fill in the book report in every detail or in English. Mason and Krashen (1997) indicated that many reading journals or book reports were written in readers’ native language
because of their poor English writing ability. According to Mason and Krashen, learners tended to write more when they were allowed to write in their native language. Therefore, some participants who were considered low achievers were allowed to write in Chinese. After the class, each book report was collected. The researcher did not grade the book reports but instead gave some comments or encouragement (see Appendix L).
Control Group
During the program, the CG still received the same traditional skill-based instruction in English Reading class. English Outside Reading Book IV was the only textbook used by the participants and all the other eighthgraders in this school.
English Outside Reading Book IV consists of eight units and two tests. Every unit is made up of six parts: comic time, reading, reading comprehension, word bank, more
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practice, and fun corner. English Outside Reading Book is the outside reading selection of the participants’ current English textbook in regular English class. Its language level is similar to that of the textbook. It focuses on reinforcement practice and activities related to the contexts of the English textbook.
The researcher conducted the reading class in a teacher-centered way, just as the other teachers did in reading class at this school. At the beginning of each unit, the researcher introduced the topic first. After that, the researcher explained the passages line by line, and focused on vocabulary, sentence structures, and grammar rules in detail. At the same time, the participants were asked to take notes carefully while the researcher was giving lectures. Then the participants were asked to read aloud after the researcher read the passages line by line. Afterward, the participants were made to do the exercise of the unit in class. After finishing one unit, the participants would be given a test of vocabulary, sentence patterns, grammar rules, and reading
comprehension related to the unit. In sum, the teaching approach in English Reading class in the CG was just the same as it was in the regular English class.
Stage 4: Posttest
After the pleasure reading program was over, both groups were asked to take the GEPT for reading and writing tests. The posttests were used to see if the
participants’ reading and writing ability improved after the reading program. The tests were at the elementary level but they were different from those in the pretest. Then both groups were asked to fill in the same motivation questionnaire as that in the pretest. This survey was to investigate how the participants changed in their reading motivation through the program. In addition, both groups were asked to fill in the program response questionnaire to probe their self-evaluation of reading and writing ability.
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