Le Hanh
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College and University Impacts of extensive reading on EFL student reading and writing ability more
Wed, Aug 9, 17:00-17:35 Asia/Tokyo
Extensive reading (ER) is widely regarded by many educators and researchers as an effective means in improving students’ language knowledge and skills. This action research aimed to examine the impact of ER strategies on English Foreign Language (EFL) students’ English reading and writing abilities in a Vietnamese university. The study involved 35 EFL university students. The research was conducted through three cycles in three months in which ER strategies were applied to foster EFL students’ reading interests. The data were collected from a questionnaire, follow-up interviews, students’ diaries and classroom observations. The findings indicated that participants rated ER as beneficial for improving their background and linguistic knowledge. The majority of participants were motivated towards reading in terms of reading frequency and time duration. The test scores of the final test improved significantly, compared to other classes which did not do ER. From the results, many pedagogical implications were put forth for enhancing the quality of English learning and teaching process in EFL context.
All levels The impacts of Extensive reading on the EFL readers’ English proficiency: a case study in Vietnam more
Wed, Aug 9, 12:15-12:50 Asia/Tokyo
Many educators and researchers believe that extensive reading (ER) is an effective means of improving readers’ performances. This case study aims to investigate the impacts of ER on the English proficiency of two participants: one is a secondary student and the other is a university lecturer. The data were collected from the participants’ journals, IELTS practice scores, and follow-up interviews. The analysis of the findings from different research tools indicated that ER did influence the lecturer’s linguistic and non-linguistic [world] knowledge as well as her teaching motivation. However, the secondary school student did not show significant improvement in her linguistic knowledge of grammar. Both participants were found to maintain their interest in reading extensively on a regular basis. From the results, pedagogical implications were put forward for EFL teachers, educators, and researchers in considering the ages and purposes of ER.
