Noriko Kurishita
Nagoya University of Foreign Studies
About
Noriko Kurishita has adapted extensive reading for her English teaching in Japan at various pedagogic levels. Her interest is on formative assessment for ER. Currently she is working on how to make a classroom a reading community.Sessions
School How readers can be Assisted: Quiz taking or discussion more
Thu, Aug 10, 13:00-13:35 Asia/Makassar
This study demonstrates learners’ learning paths in their extensive reading (ER) progress using two types of scaffolding for comprehension monitoring: quiz taking and discussion. Although the importance of socially constructed meaning is emphasized in critical literature (Gee, 2003), such a reading comprehension perspective has been investigated less in L2 ER literature. To promote outside-of-class ER using online materials in the Japanese high school context, the effects of two different types of self-selected scaffolding regarding spontaneous reading were examined, i.e., online comprehension quizzes and a cyber classroom where learners discuss books they had read. The results of the mixed methods —semi-structured survey and target students’ interviews —revealed that the quizzes could give learners with less confidence in L2 an explicit scale of their cognitive competence; however, the collaborative practice was more promising for establishing their reading habits and enhancing self-efficacy as they realized their identities as community members.
College and University A change in learner’s views on EFL learning based on ER activities more
Wed, Aug 9, 09:00-09:35 Asia/Makassar
Extensive reading (ER) is promoted in the first-year university EFL communication course by integrating ER interactional activities while adopting an English for Specific Purposes (ESP) textbook. ER is activated in class through three ER interactive activities: (1 ) doing the sustained silent reading (SSR) with graded readers, (2) using a "learners' newsletter," a compilation of class affective states showing communicative success and challenges in ER speaking activities, and (3) doing "timed writing" to prepare learners mentally for the ER interactive task. The weekly logs and final interview revealed that interactive engagement increased when ER interactive communication activities were implemented consistently and supplemented with interactional strategies as scaffolders. Similarly, the language learning strategy shifted from translating to using simple words and gestures, thus changing views on learning English communicatively. This presentation discusses classroom practices of integrating ER interactive activities based on graded readers in the EFL communication course.
