The impact of an extensive reading program on young EFL learners 吳慧良、劉慧如
E-mail: [email protected]
ABSTRACT
Over the last few decades, extensive reading has been found to have potential positive effects on learners’ language proficiency and their motivation in either second or foreign language learning. This study aimed to investigate the effects of incorporating an extensive reading program in a regular English classroom curriculum in a junior high school. With the use of graded readers, the study intended to analyze whether extensive reading has any impact on learners’ vocabulary knowledge, reading comprehension, learning motivation, and attitudes. Two tests used to measure students’ vocabulary included the Nation’s 1000 vocabulary level test and a vocabulary test based on the Basic Competence Test (BCT), a high school entrance examination for junior high school students. An elementary level GEPT reading comprehension test and two other questionnaires used to evaluate learners’
motivation and attitudes were also employed. Participants of this study consisted of two classes of second grade students at a junior high school in central Taiwan. Two classes were randomly assigned as an experimental group and a control group. They were all instructed by the same English teacher and the same textbooks in regular classes. They received the same amount of regular English instruction, except that the class assigned as the experimental group received a supplemental extensive reading program, which was an extra 30-minute class meeting twice a week for a total of 12 weeks. Results of this study showed that after participating in the 12-week reading program, students in the experimental group made a significant improvement in their vocabulary acquisition. They not only had higher motivation in learning English, but also had positive attitudes toward the extensive reading program. Students tended to become more engaged in English reading and, had increased confidence and interest in learning English in school. In addition, they gained great satisfaction from being able to read independently and extensively. Although the effect of conducting the extensive reading program on reading comprehension was not significant, participants’ in the experimental group gained higher post-test scores on reading comprehension.
Keywords : extensive reading、graded readers、vocabulary knowledge、reading comprehension、learning motivation、attitude Table of Contents
COVER PAGE SIGNATURE AUTHORIZATION……….………...iii ENGLISH ABSTRACT…………
….………...iv CHINESE ABSTRACT……….………...vi ACKNOWLEDGEMENT………….
………...……...…vii TABLE OF CONTENTS...viii LIST OF FIGURES………
………...…...xi LIST OF TABLES……….………...…xii CHAPTER I. INTRODUCTION………
…...………...1 1.1 Background and Motivation………..………..……….…..1 1.2 Purpose of the Study
………..………..………..…….4 1.3 Research Questions………...…………..……….……
………...6 1.4 Significance of the Study………..…………..……….…….……..7 1.5 Definition of Terms………
………..………….…...8 CHAPTER II. LITERATURE REVIEW……….….10 2.1 Theoretical Background of Reading in Language Learning…….……..……..10 2.2 Extensive Reading………
…..….……...12 2.2.1 Intensive Reading and Extensive Reading………....……….15 2.2.2 Advantages of Extensive Reading………...….….17 2.2.3 Characteristics of a Successful Extensive Reading………...…....20 2.2.4 Material Selection for Extensive Reading………….…………..…..…21 2.2.5 Graded Readers………..…….
…...…...21 2.3 Empirical Results of Extensive Reading Program………….…..….…………22 2.3.1 Vocabulary Knowledge and Extensive Reading…….……...…………23 2.3.2 Reading Comprehension and Extensive Reading……….….…..……..25 2.3.3 Language Learning Motivation and Extensive Reading….….…..……28 2.3.3.1 Components of Motivation in Reading a Foreign Language...31 2.3.3.2 Language Learning Motivation and Anxiety………….……...34 CHAPTER III. METHODOLOGY……
………...38 3.1 Research Design…………..……….38 3.2 Participants…………
……..……….40 3.3 Instruments………..………
…….40 3.3.1 Reading Materials………..…….……...40 3.3.2 Vocabulary Knowledge Test…………
………..………42 3.3.3 Reading Comprehension Test……….………..………….44 3.3.4 The Motivation Questionnaire………..…….…....45 3.3.5 The Attitude Questionnaire……….…
…..…….…....46 3.4 Research Procedure………..……….………….…...46 3.4.1 Before the
Implementation of the Extensive Reading Program…...….48 3.4.2 The Implementation of the Extensive Reading Program……….
…...48 3.4.3 After the Implementation of the Extensive Reading Program……...50 3.5 Data Analysis………..…
……….………….51 3.6 Pilot Study………..……….…….…….52
CHAPTER IV. RESULTS AND DISCUSSIONS…………..62 4.1 The Impact of Extensive Reading on the Experimental Group
……….…..….62 4.2 Comparing the Language Performance and Motivation of the Experimental Group and the Control Group…
……….……64 4.3 Students’ Responses to the Supplemental Extensive Reading Program…...…66 CHAPTER V. CONCLUSION………..……..72 5.1 Summary of the Findings………..………
………....72 5.2 Pedagogical Implications………..………....75 5.3 Limitation of the Study…
………...………..………..…..78 5.4 Suggestions for Future Research………..………
…....79 CHINESE REFERENCES………..…………....82 ENGLISH REFERENCES………
…..83 Appendix A: A List of Graded Readers for the Experiment Group…………..….…...94 Appendix B: Pretest－Nation’s 1000 Vocabulary Level Test………..….96 Appendix C: Posttest－Nation’s 1000 Vocabulary Level Test……….
………..104 Appendix D: Pretest－BCT Vocabulary Test……….103 Appendix E: Posttest－BCT Vocabulary Test………....108 Appendix F: Pretest－Reading Comprehension Test………
…...112 Appendix G: Posttest－Reading Comprehension Test…...123 Appendix H: The Motivation Questionnaire………...135 Appendix I: The Questionnaire on Students’ Attitude toward
Supplemental Reading Program………...139 Appendix J: Timetable of Supplemental Reading Program for the Experimental Group………...142 Appendix K: Lesson Plan………...………....144 Appendix L: Record Sheet………
………...………….…..147 Appendix M: Record Card………...………...148 Appendix N: Work Sheet………...…………...149
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