This study investigated second language (L2) learners' use of reading strategies through extensive reading in a Korean English as a Foreign Language (EFL) university context. Extensive reading was implemented as part of class activities over an eight-week period in an EFL class. Seven students from the class volunteered to participate in the…

One of the challenges for the successful implementation of extensive reading (ER) programmes, especially in Asian contexts, stems from curricular factors where class time is often prioritised for tasks requiring the presence of a teacher. This paper investigates the role of extensive reading online (ERO), an alternative approach to traditional ER,…

The constructive feedback on the author's article has helped him to expand his knowledge on the topic. He would like to clarify here that the purpose of the study was to investigate the effects of extensive reading on the development of Japanese high school learners' linguistic knowledge and reading abilities. The findings revealed that the…

A meta-analysis was performed to investigate the impact of extensive reading (ER) on reading proficiency. This study gathered 71 unique samples from 49 primary studies published from 1980 to 2014 involving a total of 5,919 participants. Effect sizes were generated separately according to two different study designs: experimental-versus-control…

This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A…

This study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DSGOs) on the development of English reading comprehension among college-level English as a Foreign Language (EFL) students. A total of 340 first and third semester students of non-English majors at a Chinese university…

Reading is defined as a socio-cultural act negotiated between text and reader, and the act of reading is considered to be a cognitive process that involves knowledge not only of symbols/letters, vocabulary and structure, but also of culture. In other words, in order to understand the intentions of the author and to formulate meaning, the second…

In this article, the author critiques the MLA Report. His first response to the MLA report is that it clearly identifies a number of the problems facing modern languages departments today. Enrollments and majors are declining in most modern languages departments throughout the U.S. Other academic departments do not strongly enforce language…

In this article, the author considers some of the issues addressed in the 2007 MLA report. The 2007 MLA report argues that the two-tiered literature/language configuration in post-secondary foreign language departments "has outlived its usefulness and needs to evolve," and even needs to be replaced. When proclamations are made that foreign…

Reports the results of a survey that was conducted to determine the success achieved in increased reading of English associated with the use of graded readers for individualized reading in Japan. Recommendations are suggested for improving the program. (nine references) (GLR)

This study examines the relationship between both first language (L1) and second language (L2) reading attitudes, and learners' performance in L2 extensive reading. Four reading attitude variables were identified (Comfort, Anxiety, Value, Self-perception), both in L1 and L2, according to learners' responses to a questionnaire. Results of analyses…