Yen Tran
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College and University Speed reading and ER: A perfect combination for EFL reading instruction more
Wed, Aug 9, 10:10-11:30 Asia/Makassar
Speed reading and extensive reading have been used in both L1 and L2/FL instruction for many years. Past research has found out that the two methods are beneficial for EFL reading fluency development (Waring, 2006; Renandya, 2007; Macalister, 2010; Nation & Tran, 2012; 2014; Day, 2015). More recently, Nation and Waring (2020) call for a component of extensive reading programs that targets reading speed. This study attempts to respond to this call and seeks to determine whether a combination of speed reading and extensive reading produces optimal results. In the three-month experiment, one group of participants did speed reading twice a week while the other did both an extensive reading program and a speed reading course. The results showed that both groups improved on the post-test, but the one that had extensive reading combined with speed reading attained a larger improvement on reading comprehension while maintaining to read at similar speeds as their counterparts. The findings suggest that a combination of extensive reading and speed reading extends the impacts of the two methods on EFL reading fluency development.
College and University Extensive reading for reluctant readers at university in Vietnam more
Wed, Aug 9, 10:10-11:30 Asia/Makassar
Reluctant readers are probably one of the most problematic issues for reading instructors and English language teachers. Fortunately, research has found a positive correlation between intrinsic motivation and reading achievement (Wigfield, Gladstone & Turci, 2016). In other words, if reluctant readers are intrinsically motivated, their reading performance will improve. This study examines the effectiveness of extensive reading as a strategy to motivate reluctant EFL readers to read. The subjects were English-major students at a university in Vietnam. The experimental group had an extensive reading program for three months while the control group just followed the usual English program. A reading motivation questionnaire adapted from Schutte & Malouff (2007) was delivered to the participants before and after the treatment. Pre-tests and post-tests were used to measure their reading fluency. The questionnaire data indicate that by the end of the extensive reading program, most of the students in the experimental group had positively changed their attitudes towards reading. The results of the pre-test and post-test show that their reading performance improved significantly. These findings suggest that extensive reading can motivate reluctant readers and enhance their reading fluency to a great extent.
