In this concluding chapter, five sections are presented, (1) major findings and discussion, (2) pedagogical implications, (3) limitations, (4) suggestions for future research, and (5) final thoughts.
Major Findings and Discussion
In this study, an eight-week online extensive reading workshop was implemented in an intact class of a junior high school, with 36 EFL learners. Three research questions were proposed: (1) Does the English online extensive reading program benefit EFL junior high school learners‟ reading comprehension in junior high school?
If so, is there any gender difference? (2) Does the English online extensive reading program enhance EFL learners‟ reading attitudes? (3) What are EFL learners‟
learning perceptions toward the English online extensive reading program? The three research questions all aim to examine the effect of online extensive reading on junior high school EFL learners‟ reading comprehension and attitudes.
To examine the effectiveness of the online extensive reading workshop, two sets of GEPT on reading comprehension were administered before and after the eight-week reading workshop. The results showed that there was a significant difference between the pre-test and the post-test. That is, students‟ reading comprehension had improved after the eight-week treatment. Additionally, the qualitative data showed that students perceived they had made progress in reading after the treatment. Similar findings were also reported by Mason and Krashen (1997), Block and Magnier (2002) and Lituanna (2001). It is worth noting that that the
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duration of Lituanna‟s (2001) implementation of extensive reading was six months.
Although the launch time of extensive reading of the present study, eight weeks in total, is much shorter compared to Lituanna‟s, there was still significant progress in reading comprehension, especially for male learners.
The second finding not only confirms previous research results that reading extensively can enhance students‟ attitudes toward reading (Chen et al., 2013; Elley, 1991; Huang, 2013; Matthew, 1996; Sun, 2003), it extends the finding to identify five key factors contributing to changing struggling learners‟ reading attitude: (1) autonomy in choosing what to read, (2) viewing English as a tool for communication, (3) peer support, (4) teacher encouragement, and (5) a reward system.
In line with Lin‟s (2014) study, the features that the learners favored in the online extensive reading experience were graded and contained various kinds of materials. The learners in Lin‟s study and the present study both praised the merits of the online extensive reading materials (Reading A-Z). They particularly liked having diverse books to choose to read. Moreover, with the help of the graphics and illustrations presented on the web page, the learners could comprehend the contents more easily. Although the participants in Lin‟s study were senior high students, who are older than the participants in the present study (eighth graders), they seemed to share the same feelings toward the features of Reading A-Z.
Lastly, most of the struggling learners had positive perceptions of the online extensive reading workshop and acknowledged its merits. The present study differed from previous studies on extensive reading, in which teachers only allowed the students read for a certain amount of time (Asraf and Ahmad, 2003). Rather, the present study employed a the workshop approach to divide two periods of English
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class time (about 100 minutes) into four parts: minilesson, independent reading (and individual conference), group discussion, and group presentation. In a reading workshop, students could learn reading strategies from the minilesson and use the strategies during independent reading. They could share what they liked or disliked a book during the group discussion as well as the group presentation. From the sharing of books, they were inspired to read more. Similar to Arnold‟s (2009) study, this study also supported the importance of learner-centered approach to extensive reading.
Pedagogical Implications
Six teaching implications can be drawn from the findings of the present study.
These might be particularly useful for those who would like to implement an online extensive reading workshop in the future.
First, online extensive reading can be implemented in a regular language class, not only for high achievers but also for reluctant and struggling learners. In this study, after letting students read for eight weeks online, their reading comprehension did increase significantly. According to Krashen‟s Input Hypothesis (1982, 1985), given comprehensible input and a lack of affective obstacles language acquisition will occur.
The online extensive reading workshop provides students with comprehensible input in a low anxiety environment in which students acquire the target language gradually.
Second, Powell (2005) asserted that graded readers can offer learners access to a wide range of materials at an appropriate level. Therefore, teachers should provide students with the leveled, graded materials so that they can build up their confidence and interest in reading gradually, especially given that the current English
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examinations for junior and senior high school students tend to focus on reading comprehension and reading ability.
Third, online extensive reading workshops can be utilized to facilitate language learning in both formal and informal contexts. If students are not allowed to use mobile devices in class, they can go to the language laboratory to read the books online; beyond classroom settings, the students can download an application to their mobile devices to pursue further reading. That is, students can learn English everywhere. As long as they form a habit of reading online regularly, they will gradually improve their reading comprehension in the long run.
Fourth, teachers are encouraged to implement online extensive reading workshops to engage their students. In addition to the topics covered in the minilessons of the present study, teachers can create other topics according to their students‟ needs. Teachers can use individual conferences to determine what those needs might be.
Fifth, in addition to minilessons, teachers should take advantage of peer support to help students learn. Many students are too shy to ask questions or share their thoughts in front of the whole class. However, the struggling learners in this study reported that they felt excited to share books with their group members. Designating more capable students as group leaders can provide timely assistance and make sure that the students are on task.
Sixth, if possible, teachers are encouraged to designate two periods (100 minutes in total) per week to implement the online extensive reading workshop. However, if scheduling is an issue, teachers can try to set aside some time for students to read
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independently. For instance, after the eight-week treatment, the teacher (researcher) arranged one period for students to read online.
Limitations of the Study and Suggestions for Further Research
Despite the fact that the findings of the present study confirm reading extensively online can enhance students‟ reading comprehension and attitudes, there are several limitations which should be taken into consideration. First, owing to limited resources and the regulations of the research site, the present study only recruited an intact class from a complete school in eastern Taiwan to participate in the study. The findings can therefore not be generalized to the rest of the EFL population in Taiwan, especially those from different regions or of different proficiency levels. Future research could also try to expand the number of participants as well as recruit different types of participants.
Second, the research site of the current study is a boarding school, and the students were only allowed to use their mobile phones or computers in their break time or free time. As a result, the time they dedicated to extensive reading is quite limited. Future researchers could identify schools with flexible policies regarding students‟ use of smart phones or other mobile devices.
Final Thoughts
Reading extensively is the key to enhancing students‟ reading achievement and attitudes. This study confirms previous study findings regarding the effectiveness of extensive reading on reading achievement and attitude. It also extends the discussion on how to launch an extensive reading program by employing the workshop approach
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and online leveled materials. It is hoped that the present study can shed some light on how to establish an English online extensive reading program as part of the English curriculum in Taiwan. More relevant studies are needed in order to consolidate our understanding of the nature of online extensive reading as a pedagogical practice.
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Appendix A
Perceptions Questionnaire (Chinese Version) 感知問卷（中文版本）
姓名：______________ 日期：_______________
1. 在過去幾週的學習中，哪個部分最有趣？為什麼？
2. 在過去幾週的學習中，哪個部分最困難？為什麼？
3. 我們學過的迷你課程中，哪一個最有幫助？為什麼？
4. 我們學過的迷你課程中，哪一個最難？為什麼？
5. 你覺得每堂課的迷你課程是否有助於你在進行線上廣泛閱讀時的理解？為什 麼？
6. 你喜歡線上廣泛閱讀的整個教學流程嗎？為什麼？
7. 線上廣泛閱讀有讓你比較喜歡學習英語嗎？為什麼?
8. 你線上廣泛閱讀有讓你比較喜歡閱讀英語嗎？為什麼？
9. 你希望你的英語老師在平日的課堂上採用線上廣泛閱讀嗎？為什麼？
10. 你日後在英語學習的過程中除了課本內容外，是否會想閱讀其他的英文課外 讀物？為什麼？
11. 請寫下你對在班上進行線上廣泛閱讀的看法或是建議。
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Appendix B
Perception Questionnaire（English Translation）
Name：______________ Date：_______________
1. What is the most interesting part of the online extensive reading program? Why?
2. What is the most difficult part of the online extensive reading program? Why?
3. What is the most helpful minilesson? Why?
4. What is the most difficult minilesson? Why?
5. Do you think the minilessons have helped you improve your reading comprehension? Why or why not?
6. Do you like the procedures of the online extensive reading program? Why or why not?
7. Has the online extensive reading program increased your interest in English learning?
8. Has the online extensive reading program increased your interest in English reading?
9. Do you want your English teacher to implement the online extensive reading program in the regular class? Why or why not?
10. In the future, do you want to read other reading materials in your free time in addition to the textbooks? Why or why not?
11. Do you have any comments or suggestions for the online extensive reading program?
65 students mentioned the most interesting part in the online extensive reading program was the moment they gained the bonuses after finishing reading a book. They had the chance to use these bonuses to purchase stylish furniture and decorate their own planet (provided by the software). This motivated their reading attitude and determination. Second, in addition to the bonuses, six of the students noted that they enjoyed the group discussion and group presentation aspects of the online extensive reading program. Through listening to peers‟ sharing, they found that not only was their interest in reading the book arouse, they were also encouraged to learn English in a dynamic and relaxed atmosphere. They liked to listen to others‟ sharing and feelings about the book they had read and they mentioned that listening to others‟ sharing was the same as acquiring knowledge by themselves. Third, the students enjoyed selecting the books they were about to read, and were often captivated by the covers of the books they chose. Some students said that when they browsed the books, they tried to predict the content. That was the most interesting part in the online extensive reading program. Fourth, a few students indicated that reading itself was the most interesting and appealing part of the program. They particularly enjoyed cultivating patience in reading and witnessing their reading progress.
2. What is the most difficult part of the online extensive reading program? Why?
Most of the students shared the same thought: when they encountered unfamiliar vocabulary, they failed to understand the context and became stuck during the reading process, which made them frustrated. In addition, when reading non-fiction books, they sometimes encountered unknown proper nouns, which hindered their reading fluency and accuracy. Some of the students mentioned when they read the higher leveled books, even if they recognized most of the words, with the lengthy paragraphs, they still found it hard to comprehend the content. Thus, they concluded that if they wanted to enhance their English ability, they needed to value the importance of vocabulary and
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sentence structure at the same time so that they could understand the content more easily.
3. What was the most helpful minilesson? Why?
3. What was the most helpful minilesson? Why?