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research papers on extensive reading

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Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

Shuyan Wang is a lecturer at the School of Foreign Languages, Shanxi Normal University. She received her PhD from the Department of English Education, Chung-Ang University. Her research interests include second language teaching and intercultural communication.

Heyoung Kim is a professor at the Department of English Education, Chung-Ang University, Republic of Korea. Her research interests include second language teaching and multimedia-assisted language teaching.

Extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years (1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged, including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading (i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction; 2) there are methodological weaknesses in empirical research designs, and; 3) research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

About the authors

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Acknowledgments

We deeply appreciate anonymous reviewers ’ insightful comments on the previous versions of this study as well as editors ’ generous support.

© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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Chinese Journal of Applied Linguistics

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Teaching English for Academic Purposes (EAP) in Japan pp 77–97 Cite as

Xreading Versus Paper-Based Extensive Reading: Perceptions of Students

  • Yuichi Tagane 5 ,
  • Naeko Naganuma 5 &
  • Patrick Dougherty 5  
  • First Online: 10 March 2018

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Part of the English Language Education book series (ELED,volume 14)

Although reading is considered to be one of the most fundamental skills socially as well as educationally, it is also “the most daunting language skill to acquire and master” (Al-Mahrooqi, 2014 , p. viii). In the context of EAP, acquiring adequate reading skills is a must to succeed after exiting the program because students are constantly required to read a large amount of academic materials assigned in almost every content course. In Japan, students at the secondary school level still predominantly learn English mainly through an intensive reading approach, “deciphering” the language and being trained to translate between Japanese and English. However, adding extensive reading components to the ordinary curriculum has become a new trend as more research has found a variety of benefits of including extensive reading in language programs (Beglar et al. 2012 ; Tanaka and Stapleton 2007 ). Waring ( 2009 ) even asserts, “graded reading, or extensive reading, is a completely indispensable part of any language program, if not all language programs (para. 2).” Day and Bamford ( 1998 ) define extensive reading as “an approach to the teaching and learning a second language reading in which learners read large quantities of books and other materials that are well within their linguistic competence” (p. xiii), and the approach involves completely separate goals and tasks from intensive reading. While many language programs, including EFL, ESL, and EAP programs at different educational levels, now adopt extensive reading and assign students to read graded readers as part of their curriculum, how to motivate students to read more and how to monitor their progress are still discussed continuously, with the most effective strategy still being sought. One of the suggested methods of assessment traditionally has been assigning a book report or summary writing. Another possibility is the use of an online extensive reading program. One such innovative program is Xreading, which is “an online virtual library with hundreds of graded readers” ( Xreading.com ). Because Xreading is still new, no research has investigated whether utilizing different evaluation methods affects learner perceptions toward extensive reading or not.

In order to investigate the question above, participants in this research were asked to complete a survey, and some of them volunteered to participate in individual interviews. The researchers will discuss their analyses of the survey and interview data regarding the participants’ perceptions and evaluations of the extensive reading program. Implications and limitations of implementing paper-based and online extensive reading programs will be discussed. Finally, they will suggest which method of evaluation or style of extensive reading could be of more benefit for EAP programs to implement.

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Yuichi Tagane, Naeko Naganuma & Patrick Dougherty

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Appendix: Extensive Reading Survey

The following is an academic survey used for research purposes. The survey items are designed to help you reflect on your attitudes toward extensive reading. There is no right or wrong answer to each statement in the survey and your responses will not influence your course grades. The information will remain confidential, so please feel at ease to fill out the survey.

Name: _____________________________

Student ID number: _____________________________

1.1 Section 1: Background Information

How long have you been studying English at school?

_______________________________________________________________

Have you studied/learned English outside of a formal classroom setting?

Yes ➔ Where? ___________________________________________________

Have you ever lived in a country where English is one of the main languages?

Yes ➔ Where? How many years? _____________________________________

Please circle one of the following options

strongly agree/agree/disagree/strongly disagree

1.2 Section 2: Items About Graded Readers

I like reading in my first language.

I like reading in English.

I enjoy reading graded readers.

Reading graded readers satisfies my intellectual curiosity.

My reading skills have developed through reading graded readers.

My vocabulary has developed through reading graded readers.

I keep reading graded readers even if I cannot understand the text completely.

I would not voluntarily read graded readers unless required to do so in the course.

Reading graded readers is a waste of time.

1.3 Section 3 Part 1: Items for Students Who Experienced Book Report Assignments

I enjoyed writing a book report.

Writing a book report is beneficial to me.

1.4 Section 3 Part 2: Items for Students Who Experienced Xreading

In general, I enjoyed using Xreading.

I enjoyed the online comprehension quizzes.

Xreading helped me develop my reading skills.

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Tagane, Y., Naganuma, N., Dougherty, P. (2018). Xreading Versus Paper-Based Extensive Reading: Perceptions of Students. In: Ruegg, R., Williams, C. (eds) Teaching English for Academic Purposes (EAP) in Japan. English Language Education, vol 14. Springer, Singapore. https://doi.org/10.1007/978-981-10-8264-1_5

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paper cover thumbnail

The Power of Extensive Reading

Profile image of Willy A Renandya

2007, RELC Journal

My goal in this article is to discuss the empirical support for extensive reading and explore its pedagogical applications in L2/FL learning. I argue that the benefits derived from diverse studies on extensive reading in many different contexts are so compelling that it will be inconceivable for teachers not to make it an important feature of their teaching.

Related Papers

Premise: Journal of English Education

made frida yulia

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration.

research papers on extensive reading

Jurnal Al Hikmah

Chothibul Umam

The best way to improve our knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it (Nuttal, 1982). Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. This paper briefly tries to describe the nature of extensive reading, the reasons why extensive reading is important, and how is the best practice of extensive reading in EFL classroom.

Reading in a Foreign Language

Junko Yamashita

vassiliki Armenaka

The 2012 Korea Association of Primary English Education (KAPEE) International Conference Proceedings (pp. 140-151)

David Shaffer

Journal of Applied Linguistics and Language Research

Masoud Khalili Sabet

The present study sought to investigate the impact of extensive reading as one of the supplementary materials on reading comprehension among upper-intermediate EFL learners. The participants were 60 Iranian male and female EFL learners from Tabarestan-e Farda English Language institute. Three different instruments were used to collect the relevant data: 1) Oxford Placement Test (2011) to determine the anticipating EFL learners' proficiency level, 2) Pearson Longman Grade 4 Reading Comprehension Test to assess the participants’ reading comprehension, and 3) Davis, et el (1992) questionnaire for measuring students’ attitudes toward extensive reading. Paired-Sample T-Test was used to analyze the data. The results proved a significant impact of extensive reading in reading comprehension. Also, the participants’ attitude toward extensive reading was found to be positive. The major implication of the study is that extensive reading as an important supplementary material should receive...

Seva Mustafa

George Jacobs

This chapter first looks at Extensive Reading and Extensive Listening separately, highlighting the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be severely limited. In these situations, the main source of input comes from the classroom teachers and the coursebooks, which, while useful, tends to have limited impact on L2 learning. By implementing both approaches, L2 learners could be exposed to far richer and greater quantity of language input, which in turn would have a more pronounced salutary effect on their L2 learning.

Methodology in language teaching: An anthology of current practice (pp. 295-302). Edited by J. C. Richards & W. A. Renandya, published by Cambridge University Press

Extensive reading (ER) with its emphasis on encouraging learners to read self-selected, large amounts of meaningful language fits well with current principles for good second/foreign language pedagogy (Grabe, this Section of the anthology; Day & Bamford, 1998). In this paper, we briefly describe what ER is, how it is different from intensive reading, what its learning benefits are for students, and what theories underpin ER. The paper also discusses some of the reasons why many of us are still not implementing ER.

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The samples were stored in tanks cooled with liquid nitrogen, at a temperature of -190C, at Karolinska Institutet (KI) in Stockholm.

KI is home to the Nobel Assembly, which is tasked with selecting a winner for the Nobel prize in physiology or medicine.

Sometime between 22 and 23 December there was an interruption in the supply of liquid nitrogen to 16 cryogenic tanks, and while the tanks can go for four days without additional liquid nitrogen, they were left without it for five, leading to the destruction of samples from multiple institutions.

Matti Sällberg, dean of KI’s southern campus, said on Monday: “It happened at possibly the absolute worst time imaginable in Sweden , just one day before Christmas Eve.”

The incident has been reported to police, the university added.

Some media outlets reported that the estimated value of the samples lost was about 500m kronor (£37m).

Sällberg said no official estimate of the value of the samples lost had been made, but said it was easily in the millions.

“Those worst affected are those researching leukaemia, they have gathered samples from patients over as much as 30 years,” he added.

An internal investigation has been launched at the university and despite there being no indication of sabotage, the incident has also been reported to police.

Sällberg said: “Currently there is no indication that it was due to outside influence but the police report was done to cover all bases.”

The samples were all strictly for research so it would not affect the care of any current patients, but had been intended to be used in future research.

“These are samples that have been the subject of extensive studies and there were plans for more studies,” said Sällberg.

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AI gone wild —

Scientists aghast at bizarre ai rat with huge genitals in peer-reviewed article, it's unclear how such egregiously bad images made it through peer-review..

Beth Mole - Feb 15, 2024 11:16 pm UTC

An actual laboratory rat, who is intrigued.

Appall and scorn ripped through scientists' social media networks Thursday as several egregiously bad AI-generated figures circulated from a peer-reviewed article recently published in a reputable journal. Those figures—which the authors acknowledge in the article's text were made by Midjourney—are all uninterpretable. They contain gibberish text and, most strikingly, one includes an image of a rat with grotesquely large and bizarre genitals, as well as a text label of "dck."

AI-generated Figure 1 of the paper. This image is supposed to show spermatogonial stem cells isolated, purified, and cultured from rat testes.

The article in question is titled "Cellular functions of spermatogonial stem cells in relation to JAK/STAT signaling pathway," which was authored by three researchers in China, including the corresponding author Dingjun Hao of Xi’an Honghui Hospital. It was published online Tuesday in the journal Frontiers in Cell and Developmental Biology.

Frontiers did not immediately respond to Ars' request for comment, but we will update this post with any response.

Figure 2 is supposed to be a diagram of the JAK-STAT signaling pathway.

But the rat's package is far from the only problem. Figure 2 is less graphic but equally mangled. While it's intended to be a diagram of a complex signaling pathway, it instead is a jumbled mess. One scientific integrity expert questioned whether it provided an overly complicated explanation of "how to make a donut with colorful sprinkles." Like the first image, the diagram is rife with nonsense text and baffling images. Figure 3 is no better, offering a collage of small circular images that are densely annotated with gibberish. The image is supposed to provide visual representations of how the signaling pathway from Figure 2 regulates the biological properties of spermatogonial stem cells.

Some scientists online questioned whether the article's text was also AI-generated. One user noted that AI detection software determined that it was likely to be AI-generated; however, as Ars has reported previously, such software is unreliable .

Figure 3 is supposed to show the regulation of biological properties of spermatogonial stem cells by JAK/STAT signaling pathway.

The images, while egregious examples, highlight a growing problem in scientific publishing. A scientist's success relies heavily on their publication record, with a large volume of publications, frequent publishing, and articles appearing in top-tier journals, all of which earn scientists more prestige. The system incentivizes less-than-scrupulous researchers to push through low-quality articles, which, in the era of AI chatbots, could potentially be generated with the help of AI. Researchers worry that the growing use of AI will make published research less trustworthy. As such, research journals have recently set new authorship guidelines for AI-generated text to try to address the problem. But for now, as the Frontiers article shows, there are clearly some gaps.

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