This chapter summarizes the results of the study and shows the connection to the previous studies. It contains four sections: major findings and discussion, pedagogical implications, limitations and suggestions for future research, and conclusion.
Major Findings and Discussion
In this study, the 21-week online English extensive reading (ER) program was conducted in a junior high school in Taiwan. The aim of the study was to investigate the effects of online ER on the EFL students. The EFL students’ perceptions of the English online ER program, Scholastic Learning Zone, and their experiences of using the program were examined. Moreover, how the program influenced their English reading proficiency was explored.
Two results were found after the implementation of 21 weeks. The first result showed that most participants had positive perceptions of Scholastic Learning Zone. It was in accordance with the results found in the previous research (Chan, 2014; Huang, 2015; Wang, 2017; Yamashita, 2013) indicating that learners enjoyed and benefited from the reading and had positive attitude toward English. From the participants’
comments in the reading logs and the questionnaire, it was obvious that most participants liked the books, pictures, and the audio and video features of Scholastic Learning Zone. Besides, they thought it was good that they could acquire new knowledge and make connections while reading. Some participants even derived inspiration from the books.
Second, the result of the paired t-test showed that there was no significant difference between the pretest and posttest. Among the 28 participants, 12 of them improved their English reading. In line with Input Hypothesis (Krashen, 1982) and
previous studies (Guo, 2012; Hu, 2016; Lu, 2017; Yeh, 2016), when the participants were exposed to an abundance of meaningful input, they acquired language
subconsciously and improved their reading comprehension. Moreover, four participants even made significant improvement in English reading.
However, there were 16 participants getting lower Lexile measures on the posttest. There were some possible reasons. First, the span of the present study was short. During the 21-week study, the participants only read for 30 minutes in class per period. In addition, they totally spent about 21 hours reading on the program during winter vacation. The average reading time of each participant was about 8.25 hours.
The positive effects of reading might not be observed easily within the short period.
Second, the participants did not choose suitable books to read. According to Schmitt, Jiang, and Grabe (2011) and Nation and Hu (2000), when learners had about 98% of vocabulary knowledge of a book, they would be able to read for pleasure and read independently. However, most of the participants had a tendency to choose books beyond their Lexile measures. When the participants’ vocabulary knowledge was limited, it would be hard for them to understand the books and infer the meanings (Webb & Chang, 2015).
Third, based on the researcher’s observation, the participants relied too much on pictures and animations. When participants did not choose the suitable books, they might not understand the stories easily. Thus, they tended to rely on the pictures and animations to get the main ideas of the books. Besides, due to their English reading habits, some participants paid much attention to pictures and animations rather than to contents. This way, they might just flip the books, read the titles and subtitles, catch key words on the pages, and think they finished reading the books. This was in line with Lin’s (2014) study, which indicated that the students might be distracted by
Fourth, the participants did not take the posttest seriously. Some participants were not patient enough to take tests, especially in English, and they were easily influenced by their classmates. For example, whenever they saw a classmate finish the posttest, they would feel nervous and try to finish their tests as soon as possible.
Although there was no significant difference between the pretest and posttest, there were still 12 participants who showed great improvement on the posttest. If the span of the study could last for a longer time, the effects of reading might be more obvious.
Pedagogical Implications
Several implications can be drawn from the study. First, ER is feasible in junior high schools. Nowadays, many junior high school teachers still regard finishing the textbooks as their priority and worry that they do not have time for outside reading.
However, in this study, the researcher has shown how to take up one 45-minute class period per week to let students read extensively. After 21 weeks, most participants showed positive perceptions of online ER and Scholastic Learning Zone. Besides, from the rankings of monthly exams, the participants have shown their gradual improvement in English. Thus, it is suggested that junior high school teachers
implement ER in their class. If one 45-minute class period is too long, teachers could spend 10 to 15 minutes every class. When students form a habit of reading regularly, the effects of ER will be distinct.
Second, after the 21-week online ER program, most participants had positive perceptions of online ER and Scholastic Learning Zone despite what their Lexile measures were. Most of them liked the books on Literacy Pro Library and BookFlix.
Though not all the participants’ Lexile measures increased after the posttest, most of them did enjoy the reading process and the discussion afterwards. It was in
accordance with one of the purposes of ER (Day & Bamford, 2002) that ER should be individual and associated with pleasure and general understanding. Besides being fond of the attractive stories, the participants thought it was meaningful to acquire knowledge, make connections, and derive inspiration from the stories. Some of them even showed excitement during the discussion. As their perceptions of ER were positive, they would be likely to keep reading and make improvement.
Third, a follow-up small-group discussion can be included after the independent reading. According to the study of Sheu (2004) and Renandya and Jacobs (2002), with the implementation of well-designed follow-up activities, such as discussion,
role-play, and reading interesting parts aloud, the participants could reinforce what they read and learned from the books and showed positive attitude toward English reading. In this study, some participants indicated that they liked the discussion because they could listen to many interesting plots of different stories.
Fourth, after the posttest, there were 16 participants who got lower Lexile measures. One of the possible reasons was that most of them chose books beyond their Lexile measures. Though the teacher taught them how to choose books, they still chose books just by the covers or other participants’ recommendations without
considering the levels of the books. Therefore, it is suggested that teachers pay more attention on guiding students to choose suitable books to read.
Last, teachers can introduce the features of fiction and non-fiction books.
According to the reading logs, some participants mentioned that they thought some books were boring or childish on Scholastic Learning Zone. Some even said that some pictures were illogical, for example, how could the plants be higher than people in the pictures. However, in the books, everything could be possible. Sometimes readers need to use their imagination to read the stories or see the pictures. Besides, in the real
guide students to read with imagination and with an open mind. In addition, the researchers should take students’ ages and mental maturity into consideration. The books with unrealistic and illogical contents and exaggerating pictures might not be suitable for junior high school students. Instead, teachers can introduce more non-fiction books.
Limitations and Suggestions for Future Research
Although this study confirms the positive effects of ER on the participants’
perceptions, there are still several limitations.
First, the number of the participants is small. The participants in this study are only 28 junior high school students. Besides, before entering the junior high school, most participants have already had basic knowledge of English. This way, it is hard to generalize the results to students at different English levels in all the other schools in Taiwan. Future researchers could recruit participants from more than one class and at different English levels.
Second, the time span of the study should be longer. During this 21-week study, the participants only read for about 8.25 hours. In terms of the time span of launching ER, most researchers indicated that the effects of ER could not be observed easily within a short period of time. They recommended that ER should be conducted at least one year or a longer period to show its effects on learners’ language development (Hung, 2017; Liu & Zhang, 2018; Savasci & Akyel, 2018).
Third, the participants should be encouraged to read outside of class. Reading is a long-term process. Its effects are not easy to be seen within a few weeks or months.
Besides, one purpose of ER is to cultivate the participants’ lifelong reading habits rather than getting high scores in exams (Renandya, 2007). However, in this study, most parents care about the short-term purposes. In comparison with the long-term
purpose, developing lifelong reading habits, the parents pay much attention to their children’s academic performance and hope their children can enter famous high schools. Thus, almost every participant is busy going to cram schools and learning sports or instruments after school. When they get home, they still have to do their homework. Hence, the participants have little time reading outside of class. Even if they have time, most of them are not allowed to use computers, cellphones, and tablets on weekdays. It was a pity that they could only read online in class.
Fourth, from the comments in the reading logs, it was surprising that the
participants could make connections without the teacher’s instructions. They draw on their prior knowledge and experiences to help them understand the books they read and make connections with the stories. However, the participants seldom make text-to-world connections. It was a common problem in Taiwan. The newspapers or the TV programs seldom report the news around the world. Although it is convenient for people to get information in various ways, such as the Internet, TV programs, and newspapers, students like the participants in the study are quite passive to find
information or news around the world by themselves. In future studies, researchers could guide students to make more text-to-world connections to show concern to the world.
Last, in this study, the participants read extensively online. Some participants paid much attention on pictures and animations rather than on written texts.
Consequently, they got lower Lexile measures on the posttest. Future researchers are suggested to conduct ER with printed graded readers and explore the effects of the printed graded readers on students. Moreover, future researchers could implement ER with both printed graded readers and online books and compare their effects on students.
Conclusion
This study was set to explore students’ perceptions and experiences of using the English online ER program, Scholastic Learning Zone, as well as its effects on students’ reading proficiency. The results indicate that junior high school students have positive perceptions of the program. However, within a limited timeframe, it does not have a salient effect on students’ reading proficiency. It is hoped that this study could shed some light on how the online ER could be introduced into the junior high school classrooms. It is suggested that future researchers investigate the effects of online ER on English reading on a larger scale and with a longer timeframe.
References
范信賢（2016）。核心素養與十二年國民基本教育課程綱要：導讀《國民核心素 養：十二年國教課程改革的DNA》。教育脈動電子期刊，5，1-6。
About Lexile Measures for Reading. (n.d.). Retrieved from
https://lexile.com/educators/understanding-lexile-measures/about-lexile-measure s-for-reading/
Arnold, N. (2009). Online extensive reading for advanced foreign language learners:
An evaluation study. Foreign Language Annals, 42(2), 340-366.
https://doi.org/10.1111/j.1944-9720.2009.01024.x
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15(2), 83-102.
Aziz, D. (2012). Using SRI to evaluate students’ reading proficiency levels in Singapore. Retrieved from
http://emea.scholastic.com/en/literacy-pro/free-research
Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners’ reading rates. Language Learning, 62(3), 665-703.
https://doi.org/10.1111/j.1467-9922.2011.00651.x
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16(1), 47-60.
Cassel, K. (2012). The effects of specific reading strategies to assist students with reading comprehension (Master’s thesis, Cardinal Stritch University,
Milwaukee). Retrieved from https://digitalcommons.stritch.edu/etd/210/
Chan, Y. C. (2014). A study on effects of extensive reading on reading attitudes, motivation, and writing of EFL college freshmen (Unpublished master’s thesis).
Yuan Ze University, Taiwan.
Chen, C. N., Chen, S. C., Chen, S. H. E., & Wey, S. C. (2013). The effects of extensive reading via e-books on tertiary level EFL students’ reading attitude, reading comprehension and vocabulary. Turkish Online Journal of Educational Technology, 12(2), 303-312.
Cheng, I.-C. (2013). The influence of digital picture books on English extensive reading for junior high school students on English learning achievement (Unpublished master’s thesis). National Taipei University of Technology, Taiwan.
Chu, M. L. (1995). Reader response to interactive computer books: Examining literary responses in a non-traditional reading setting. Reading Research and Instruction, 34(4), 352-366. https://doi.org/10.1080/19388079509558191 Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14(2), 136-141.
Draper, D. (2010). Comprehension srategies: Making connections. Retrieved from:
https://www.robeson.k12.nc.us/cms/lib/NC01000307/Centricity/Domain/3916/M aking%20Connections.pdf
Scholastic Digital Classroom Resources. (n.d.). Retrieved from
http://scholastic.asia/en/scholastic-learning-zone/education-resources Eilers, L. H., & Pinkley, C. (2006). Metacognitive strategies help students to
comprehend all text. Reading Improvement, 43(1), 13–30.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book‐
based programs. Language Learning, 41(3), 375-411.
https://doi.org/10.1111/j.1467-1770.1991.tb00611.x
Elley, W. B. (2000). The potential of book floods for raising literacy levels.
International Review of Education, 46(3), 233-255.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53-67.
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224.
https://doi.org/10.1016/j.system.2004.12.006
Find Books for Beginning Readers. (n.d.). Retrieved from
https://lexile.com/parents-students/find-books-at-the-right-level/find-books-begi nning-readers/
Guo, S. C. (2012). Using authentic materials for extensive reading to promote English proficiency. English Language Teaching, 5(8), 196-206.
https://doi.org/10.5539/elt.v5n8p196
Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13. https://doi.org/10.1093/elt/43.1.4
Haider, M. Z., & Akhter, E. (2012). Extensive reading in EFL classroom at secondary schools in Bangladesh: Current practices and future possibilities. International Education Studies, 5(3), 126-133. https://doi.org/10.5539/ies.v5n3p126
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, Me: Stenhouse Publishers.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.
Hu, Y.-T. (2016). EFL college students’ perceptions of extensive reading of English (Unpublished master’s thesis). Southern Taiwan University of Science and Technology, Taiwan.
Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded
Huang, Y. C. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1), 1-13.
https://doi.org/10.1080/2331186X.2015.1099187
Hung, Y.-H. (2017). EFL young learners’ autonomous behaviors and mobile-assisted extensive reading (Unpublished master’s thesis). National Taiwan Normal University, Taiwan.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL.
Reading in a Foreign Language, 20(1), 70-91.
Knutson, K. A. (2006). Because you can’t wait until spring: Using the SRI to improve reading performance. Retrieved from
http://emea.scholastic.com/en/literacy-pro/free-research
Ko, S. (2012). The influence of extensive reading on fourth graders’ English learning anxiety and writing performance in Taiwan (Unpublished master’s thesis).
National Yunlin University of Science and Technology, Taiwan.
Krashen, S. D. (1982). Second language acquisition theory. Principles and Practice in Second Language Acquisition (pp. 9-56). Oxford: Pergamon Press.
Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440-464. https://doi.org/10.1111/j.1540-4781.1989.tb05325.x
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Leung, C. Y. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language, 14(1), 66-81.
Lin, C. C. (2010). “E-book flood” for changing EFL learners’ reading attitudes.
US-China Education Review, 7(11), 36-43.
Lin, C. C. (2014). Learning English reading in a mobile-assisted extensive reading
program. Computers & Education, 78, 48-59.
https://doi.org/10.1016/j.compedu.2014.05.004
Lin, C. C. (2017). Learning English with electronic textbooks on tablet PCs.
Interactive Learning Environments, 25(8), 1035-1047.
https://doi.org/10.1080/10494820.2016.1242505
Lin, Y. J., & Lin, C. C. (2014). E-book features ahat adolescent English learners in Taiwan favored. Taiwan Journal of TESOL, 9(1), 53-88.
Liu, J., & Zhang, J. (2018). The effects of extensive reading on English vocabulary learning: A meta-analysis. English Language Teaching, 11(6), 1-15.
https://doi.org/10.5539/elt.v11n6p1
Lou, S. (2012). A case study of a modified extensive reading program in a rural senior high school in Taiwan (Unpublished master’s thesis). National Chung Cheng University, Taiwan.
Lu, Y. C. (2017). The effects of an English online extensive reading program on EFL learners’ reading comprehension and attitudes. Retrieved from National Taiwan Normal University Electronics Theses & Dissertations.
Maley, A. (2009). Extensive reading: why it is good for our students… and for us.
Retrieved from
https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-st udents…-us
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language.
System, 25(1), 91-102.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37. https://doi.org/10.1002/tesq.157
Nakanishi, T., & Ueda, A. (2011). Extensive reading and the effect of shadowing.
Nation, P., & Hu, M. H.-C. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430.
Nation, P., & Ming-tzu, K. W. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 335-380.
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in Foreign Language, 18(1), 1-28.
https://doi.org/10.1613/jair.301
Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5(2), 28-42.
Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38(2), 133–
149. https://doi.org/10.1177/0033688207079578
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren't we all doing it? In J. Richards & W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge:
Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.041 Richards, J. C., & Schmidt, R. W. (2010). Longman dictionary of language teaching
and applied linguistics. London, Routledge: Pearson Education
Robb, T. N., & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Savasci, M., & Akyel, A. S. (2018). Possible effects of sustained silent reading in an EFL context: Learner perceptions. Journal of Extensive Reading, 114-126.
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26-43.
https://doi.org/10.1111/j.1540-4781.2011.01146.x Science Behind Lexile Measures. (n.d.). Retrieved from
https://lexile.com/educators/understanding-lexile-measures/the-science-behind-le
xile-measures/
Sheu, S. P. (2004). The effects of extensive reading on learners’ reading ability development. Journal of National Taipei Teachers College, 17(2), 213-228.
Silva, J. P. (2009). Extensive reading through the internet: Is it worth the while?
International Journal of English Studies, 9(2), 81-96.
https://doi.org/10.6018/ijes.9.2.90761
Sun, Y. C. (2003). Extensive reading online: an overview and evaluation. Journal of Computer Assisted Learning, 19, 438-446.
https://doi.org/10.1016/j.jnca.2008.05.001
Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading.
Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading.