Younger learners Research and Theory Presentation
The effects of ER on university students versus younger learners.
This study compares the effects of Extensive Reading (ER) on university students’ and younger learners’ English proficiency. Although ER is recognized as one of the best methods to improve learners’ English proficiency, many Japanese universities limit its practice to one academic year. In this study, twelve students aged 9 to 11 started ER using easy English picture books and Graded Readers over 3 to 4 years. After reading approximately 250 – 300 books, the presenter implemented grammar lessons in addition to ER. Then, the Edinburgh Project on Extensive Reading Placement/Progress Test (EPER PPT) was administered. These tests show that younger learners who practiced ER for several years had better results. The presenter postulates that the implementation of ER earlier in the formal English education process and practice for a longer duration would greatly benefit learner’s progress in English.
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Atsuko Takase is a teacher at Iwano Private English School in Japan. She received an Ed.D. in TESOL. Her research interests include extensive reading /listening (ER/EL), motivation to ER/EL, and language acquisition through ER/EL. After having practiced ER/EL at high schools and universities for 30 years, she is now practicing ER/EL on students at various age groups such as children (aged 9 to 11), junior and senior high school students, and adults.