This presentation examines the reading activity and overall language development of lower-intermediate level students in a two-year intensive English program at a Japanese university. The group of six students took six hours of English classes per week for four semesters; of the classes, more than half included a significant extensive reading component. Although the benefits of extensive reading are said to build up over long periods of time, many teachers can only observe their students' progress over a limited period (e.g. one semester). Student reading preferences were analyzed using reading records, while student reading quantities were correlated with changes in scores on standardized tests and writing samples. Student opinions on reading and their interpretation of the results were gathered through surveys and interviews. Although the number of students is small, students who consistently did extensive reading could both improve their standardized test scores and writing quality.

Books differ in terms of what kind of emotions they evoke. This study investigated how different emotional features of books are related to university students’ selection/completion of the books, their perceived appreciation of the books, the number of words, and the emotional complexity/granularity of the books. Sixteen different types of basic and epistemic emotions were selected for categorization: happy, sad, fearful, disgusted, angry, surprised, curious, confused, anxious, excited, frustrated, bored, enjoying, relaxing, moved, and nonemotional. More than 200 students were familiarized with tagging ER materials with emotional labels, resulting in emotional profiles of books rated subjectively by students in an incremental manner. As a result, more than 2500 records were accumulated. The results of analyses are reported, such as that positive epistemic emotions are the best predictors of successful book completion as well as the elements of complex/granular emotionality. The rationale and pedagogical implications are discussed and exemplified.

This study investigated the effectiveness of an online learning environment (OLE) to practice for reading and listening for Cambridge English language tests in a restricted post-COVID situation using additional reading and listening materials. This mixed-method, exploratory research used a convenience sample (n=100) of students aged 11 to 15 in a Cambridge exam preparation centre to see OLE's effectiveness in improving their reading and listening. WhatsApp was used as a communication tool, while Zoom-based instruction and Google form-based formative assessment were administered in the OLE. Results revealed that the OLE was a convenient way to practice using extensive reading and listening materials, despite some infrastructure and digital literacy issues. Participation was high, and the results were excellent. However, a need to improve teachers' and students' basic computer literacy was observed. Limitations such as teachers' knowledge about online teaching tools and ethics of working with online pedagogy were identified as areas for further research.

This study reports the result of an experiment which measures the effect of extensive reading-only on vocabulary acquisition of Vietnamese English as a foreign language (EFL) primary students. A group of 50 Vietnamese EFL primary students (pre A1-A2 level learners), aged from 7 to 11 years old, took part in a 30-day-extensive reading (ER) programme. The researchers selected a list of target words from the reading texts. To measure their vocabulary acquisition prior to and after the programme, a meaning recognition test of target words was delivered one week before the reading (pretests), meaning recognition, form recognition and form recall tests were conducted after the reading (immediate posttests), and one week after the reading (delayed posttests). We expect to gain insights into the extent of vocabulary acquisition of the students participating in the ER programme and explore the effect of ER on vocabulary acquisition.

This presentation will discuss the findings from a series of speed reading exercises and post-course questionnaire carried out in an English Reading course at a Japanese university. The speed reading texts were selected from texts based on various levels of the NGSL (New General Service List) as well as graded grammar in keeping with established Extensive Reading principles. The presentation will show that twice-a-week speed reading exercises increased the students’ reading speed and comprehension skills as well as other additional benefits: increased motivation to improve reading speed, self-perceived need to continue such exercises outside of lessons, enhanced vocabulary recognition knowledge and improved general knowledge. It will also show heightened student awareness of the usefulness of improving reading speed and comprehension through regular and habitual reading of level appropriate texts.

This ongoing study investigates the effectiveness of extensive reading and listening in an online teaching environment (OTE) to facilitate a group of female teacher trainees ranging in age from 30 to 50 who have restrictions to participating in face-to-face training sessions. OTE uses a combination of MS Teams and other online tools. While the trainees are expected to refer to the e-materials leisurely, scheduled synchronous online discussions are there to discuss the progress and conduct online evaluations. Data is collected via online interviews with the trainees, an online blog to express their experiences with OET, and questionnaires to get information such as the tools and technology available to access OET. Though the trainees were reluctant to read early on, present findings show that the OTE facilitates and motivates the trainees at the expected level with full participation in most of the online sessions. Immediate support on technical matters has been adhered to as most participants lack technical knowledge, which was revealed as a positive aspect of supporting the uninterrupted learning process.