Background: Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that…

Extensive reading is an approach to language learning that encourages learners to read a large quantity of easy reading material. A substantial body of research confirms the effectiveness of this approach for developing proficiency in both first (L1) and second (L2) languages. This paper explains what extensive reading is, why it is important, and…

This study reports the perceptions and understanding of extensive reading (ER) of 259 ER practitioners in Japan, Thailand, Mongolia, and Vietnam. The majority of participants understood the core principles of ER, namely (a) the fluent reading of (b) a lot of (c) easy texts. However, about 25% of the participants in Thailand, Mongolia, and Vietnam…

This study explored English reading instruction in foundation courses for non-English major undergraduates in Thai universities. 163 teachers completed an online questionnaire and eight teachers participated in semi-structured online interviews. Key findings revealed that building reading comprehension, teaching reading strategies, and building…

The practice of extensive reading (ER) is widely recognised as an effective approach to language acquisition, facilitating vocabulary expansion, text comprehension, and reading fluency. This study examines the role of ER in enhancing these aspects, offering a structured analysis of its impact on language learning. Drawing upon Krashen's Input…

This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford's (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and…

This evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who…

In the United States, research on reading difficulties is predominantly carried out by scholars who project findings on L1 English reading difficulty to generalized difficulty in learning a second language (L2; e.g., Galuschka et al., 2020; Shaywitz & Shaywitz, 2020; cf. Sparks, 2023). This research extrapolation creates a negative feedback…

This quasi-experimental study examines the impact of a diagnosis-based pedagogical intervention on the development of micro English as a foreign language (EFL) reading abilities over time. Specifically, 105 first-year graduate students in a Chinese university completed three diagnostic reading assessments at the beginning, middle, and end of a…

Background/purpose: This study aims to examine the implementation of structured reading strategies through the Reader Response Approach (RRA) in an online EFL reading class to enhance students' reading comprehension and critical engagement with literary texts. Responding to a text allows readers to deepen their understanding, articulate personal…

This study sought to explore the power of self-generated drawing to improve reading comprehension of English language learners in a university setting. Fourteen undergraduate students, divided into control and experimental groups, read a chapter from a graded reader. The experimental group was instructed to construct self-generated drawings as…

Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first…

In exam-oriented English as a Foreign Language (EFL) foundation program, achieving a balance between high-stakes testing and skill-based learning remains a challenge. This study examines the limited efficacy of timed reading activities (TRAs) in contexts where students prioritize test preparation over fluency-building practices. In line with the…

Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an…