The goal of most extensive reading programs is to increase each student’s volume of reading. However, getting students to read and assessing each student's participation can be a daunting task. This presentation will look at various ways to assess student participation and ways to vary tasks according to different motivational types. The presentation will look at easy solutions to getting students to read and record their activity, and examine how varying attitudes about reading amongst students can greatly influence their engagement. The presentation will look at four types of students – the player, the pupil, the participant, and the prisoner. Attendees will learn how to identify students with different motivations, and how to create tasks that cater to their interests. The presenter will share various activities that have worked successfully, and not, over a ten-year span teaching ER classes at universities in Japan.

This presentation will describe a framework for a longitudinal L2 motivation study based on a three-year voluntary ER circle project co-hosted by four private universities in Japan. Drawing on Dörnyei’s complex systems theory, we have employed a mixed approach that integrates both quantitative and qualitative analyses of learners’ motivational changes over the long term. We will make an interim report of our analyses and discuss challenges ahead both in terms of educational practice and research design. So far, a quantitative analysis of periodical questionnaires shows an increase in the comfort level of the participants while a decrease in the anxiety level. However, the descriptive statistics of the reading data show an overall decline in reading amount, which indicates difficulties in maintaining long-term motivation. Individual-based qualitative analyses of questionnaire surveys as well as personal interviews are employed to identify the motivational and demotivational factors.

Research demonstrates that ER aids development of reading, writing, listening, and speaking skills. Class time is precious, ER learning is not easy to assess, and a broad reading library is expensive to maintain. Administrators also need to be convinced of ER’s usefulness for student success. This poster gives examples and explains how I have set up my university courses to incorporate ER into all aspects of my curriculum, from the syllabus and grading/assessment rubrics to the warm-ups and lesson plans. I will report on what has worked well and what has not worked for my students and my ongoing process of evaluation. Poster audience will gain a greater understanding of ER and its role in the development of students’ critical thinking skills, will come away with specifics as to how ER can be used in their L/S and R/W classes, and will learn about available online resources for graded readers.

In this study, data was collected from 445 students over nine years to assess how frequent deadlines on ER assignments affect undergraduates’ L2 reading motivation and the total number of words they read. Each student participated in a mandatory ER program in one of four conditions: (a) physical books with an end-of-semester deadline to reach a target word/book count or (b) biweekly deadlines, and XReading (an online ER platform) with (c) end-of-semester deadlines or (d) biweekly deadlines. Students also completed an L2 reading motivation questionnaire at the beginning and end of each academic year. Analysis revealed effect sizes for students using XReading reading were larger than students using physical books and students with more frequent deadlines reading more than students facing only end-of-semester deadlines to reach the same word count. Furthermore, reading more words correlated with a slight increase in L2 reading motivation.

The presentation explains the impact of using Positive Psychology -Themed Storybook (PP-TS) reading in the classroom. This exploratory study-based procedure aimed to test the feasibility of PP-TS reading, motivate children with level A reading ability (RA) to recognize the alphabet and target vocabulary words, progress on different developmental timelines, and enhance their well-being. Four different topics of PP-TS were selected: kindness, gratitude, compassion, and connectedness. Forty participants from the Share Love Charity English Class in Fukushima city joined in classes for six months. As a result, 70% of the participants improved their reading ability, and 90% of children showed positive attitudes such as being grateful for what they have and having a 'jolly' attitude. Results suggest that the promotion of parent-initiated training to assist children reading at home, and the promotion of other PP-Themed activities among younger learners are highly recommended.

This presentation examines the effects of Literature Circles specifically constructed to analyse the English-language novel Pachinko. The LCs included in this study are made up of 24 senior year Korean university students majoring in science and engineering – a group traditionally considered less exposed to reading fictional literature, in comparison to their peers. The post-reading student-survey results showed that the reading experience, combined with the LC activities, improved the student’s ability to read and to discuss literature in English, the overall effect being that students observed increased confidence in their broader English usage. Results also showed that 80% of class students did not find Pachinko difficult to read. This suggests that Extensive Reading conducted without graded readers can be a success in the EFL classroom. Lastly, this presentation will recommend a number of English-language texts that are appropriate, in terms of both educational purposes and cultural content, for EFL students participating in ER streams.

Extensive Reading has been a compulsory subject in the English Education Department of a private university, Indonesia. Following pleasure reading activities, integrative-post reading activities, recreating a new script from graded readers adaptation and performing mini drama, were implemented. The present study aims to portray the practices from the teachers and students’ point of view. Ninety six of first-year students participated in this study. The instruments were teacher’s field note and questionnaire. The collected data were then analyzed thematically. This study reveals that most students perceived positively towards the integrative-post reading activities. It facilitated them to collaborate in groups and enhanced their integrated skills, which are writing and speaking, as well. Similarly, the teacher noted that it was challenging but at the same time boosting their confidence and competence. The implication of this study is for providing a sustained integrative post reading activities in ER class for a comprehensive ER practice.

The challenges faced by non-native speakers in STEM (Science, Technology, Engineering, Mathematics) in reading scientific research documents are well known. These include limited specialized vocabulary, little familiarity with the structure of such documents, their level of detail and formality, limited knowledge of the complex English, and few strategies and tactics to help them read more efficiently and effectively. Thus, preparing such students for the challenges they will face in successfully completing their studies and beginning their careers is increasingly important. This presentation will provide an overview of a reading course in which STEM Masters students read and analyze an authentic research document from their field. Ways to assist students improve their specialist vocabulary, knowledge of the organization, structure and language of research documents, and reading speed and comprehension will be discussed. In addition, the presentation will also offer a variety of pre-reading, on-task, and post-reading activities intended to improve comprehension.

Implementing extensive reading can be a challenge for both teachers and students. Teachers realise students are reluctant to read and discuss the story while students procrastinate and are not motivated to read. One solution is to encourage students to create a narrative and convert it into a flipbook for their peers to read. A flipbook offers a page-turning user experience and can be read in a linear fashion. Students work together in small groups on tasks as in script writers, illustrators, design-idea contributors, flipbook converter and promoters. Free digital technology applications such as Canva, Google form and E-certificate are incorporated by using flipbook applications. The project by a group of 15 students who are 17 years-old, produced flipbooks. Data on motivation to read, interest in themes and specific language competency was compiled through observations by the teacher and students completing a short questionnaire. The results highlight insights for teachers and publishers on ER materials. Moreover, the flipbook project integrated various skills and incorporated technological tools in an interactive, meaningful, and exciting extensive reading experience. It also enhanced a student-centred pedagogical approach facilitated by a teacher.

To promote the “extensive reading approach” worldwide, the Extensive Reading Foundation (ERF) invites teachers and scholars to apply for a scholarship in order to take part in the ERWC for their own professional development and for the future promotion of Extensive Reading in their home countries. This session features individual presentations by the 3 scholarship recipients from outside of Indonesia with an overview of the issues and challenges faced in their contexts followed by their plans for carrying forward in implementing & growing extensive reading.

To promote the “extensive reading approach” worldwide, the Extensive Reading Foundation (ERF) invites teachers and scholars to apply for a scholarship in order to take part in the ERWC for their own professional development and for the future promotion of Extensive Reading in their home countries. This session features an overview of extensive reading and the common issues and challenges in the Indonesian context followed by individual presentations by the 4 scholarship recipients on their plans for carrying forward in implementing & growing extensive reading.

Although many textbooks to practice conversation are available on the market, many that are based on themes may not appeal to, or may not be suitable to students in different cultural contexts. Reading Circles, an activity in which learners read a story and then discuss it according to clearly defined roles, can be an alternative to develop higher-level conversational skills such as expressing an opinion, agreeing or disagreeing, and summarizing a text. A Reading Circle can be based on any text, but graded readers are easy to use and control for level of difficulty. This presentation covers selection of stories, roles in a Reading Circle, how to conduct them, and shares student feedback from a class of advanced learners at a public university in Japan.

The success of a group literacy program relies on at least three main factors, namely the design of the program, method of implementation, and reading facilitators. Though these factors are interconnected and complementary to one another, reading facilitators play an elemental role in facilitating the interactions to allow participants moving between stages of reading. Furthermore, they provide adequate linguistic support to the participants in grasping the meaning of the text and relating it to the context. This presentation illustrates the practice of a group of reading facilitators (RFs) who are part of a literacy initiative called Baca Asyik di Rumah Aja. It focuses on the RFs’ interaction pattern and questioning technique used in facilitating the interaction with the participants. The result indicates that the interaction patterns tend to be non-triadic. Besides, the RFs utilize question types in combination to serve different interaction purposes and at different stages of reading.

Reading is one of the skills that is challenging to develop in the language classroom. In the classroom, there are not enough materials to choose from, and not enough goals or reading data to make students see their progress. In the face of these challenges, teachers are usually at a loss to develop students reading skills in and out of the classroom setting. To find the perfect reading goal for every student in a mixed-level classroom setting, the teacher must find a library with a variety of reading materials and data-driven goals for students. A perfect example is Xreading Virtual library and a reading marathon. Each student needs to have a clear number of words or books to read in a set period of time (3-4 weeks) and the reporting system helps them to see their reading level and progress. Each week the book reading progress is reported to the whole class so that students can see not only their personal goal but also their peers' goals. By simply reporting each week, students start getting more reading done in a short amount of time. At the end of each reading marathon, students and teachers give awards to the students with most progress in their reading.

In terms of educational value, comics are no different from any other EFL reading text. Fun and engaging stories with manageable chunks and lively illustrations make comics a valuable tool for EFL students. Comics help learners build motivation and confidence while improving their reading comprehension and overall English language abilities. Reading confidence and motivation are essential to overcoming hurdles presented by literacy struggles. Comic readers will help to improve the literacy skills of low-level learners while still engaging higher-level learners and vice versa. This adaptability makes comic readers valuable tools for mixed-level reading classes. This session will introduce e-future’s LLL award-winning graded comic readers and how to use them in the EFL classroom. e-future’s graded comic readers not only help students become successful language learners but also allows students to develop a positive association with reading.

Reading is one of vital skills that most students lack attention and interest and in teaching this skill teachers face challenges. However, due to the demand of curriculum this skill should be taught in all school levels. In EFL class, reading is not only taught intensively but also extensively. In extensive reading, teachers can employ certain strategies, e.g. literature circles. A literature circle is a group of reading comprising 4 to 5 students who have small group discussion and the members have to focus on their jobs or roles while reading. The use of literature circle can provide a unique value in engaging students in extensive reading. This writing aims to describe how students responded to the literature circles employed in extensive reading activites. From the reflection, the results showed that 80% of students responded positively to the literature circles activities, while the other 20% claimed they had some confusions.

Keywords: Extensive reading, EFL, literature circles, students’ responses

Leaders in the field of extensive reading such as Nation, Waring, Day, Bamford, Robb, and others have emphasized the principle of having students pursue personal interests by freely choosing from a wide range of fiction and non-fiction books. This presentation explores a different approach by explaining—in detail—how extensive reading can also be used to support content in a CLIL curriculum. Juntendo University’s semi-intensive first-year English program of 200 students in Tokyo recently underwent extensive reform and shifted from using a commercial EFL textbook to focused study of liberal arts areas such as natural history, earth science, sociology, and zoology. It subsequently adapted its extensive reading so that about half of the assigned online books are thematically related to particular content topics. This allows students to see target vocabulary in new contexts, re-encounter concepts central to content, while improving reading skills and reading speed. It also resulted in 140% higher one-year ITP TOEFL gains compared to previous years.

While extensive reading serves multiple purposes, many students benefit from a more collaborative discussion with their peers through the form of ‘Reading Circles,’ or ‘Literature Circles’. This type of directed discussion guided by an instructor can give students a deeper perspective of the linguistic and cultural side of a target language. This presentation will discuss the pedagogy behind this classroom activity with a focus on collaborative learning, critical thinking, and student research. First, the teacher’s role will be discussed as they set up a reading circle including assigning ‘role-work’ for students before reading. Additionally, how can teachers assess both the work and participation that students do throughout the activity? Regarding role-work, students will have a specific focus which may involve highlighting passages, examining idioms, focusing on the plot, looking at characters, studying phrasal verbs, or discovering new vocabulary that they will discuss with their peers. This session will share all aspects of the ‘Reading Circle’ variabilities so that teachers can try it for themselves in their respective classrooms.

This presentation illustrates the process of implementing a piloting model for teaching reading called C.A.R.E. The model separates the reading process into four phases, namely Conception, Action, Reaction and Evaluation. Though they share inter-relatedness and connection, each stage serves a different purpose when students are interacting with the reading materials. Utilizing the Extensive Reading principles and a home run book, this model introduces reading as a comprehensive process that embraces aspects of language, intercultural issues, social awareness, critical thinking and the need to trigger a habit of reading. Taking place in Indonesia and the Philippines, two junior high school teachers adopted the C.A.R.E model in their reading teaching sessions. Their perceptions of the pros and cons and challenges faced as the result of putting this framework into practice will be examined together with the response of the students to the activities proposed.

In this session, all the ER Foundation affiliates (IERA, TEERA, MERA, PERC, TERA, Jalt-ERSig, JERA, PERC) will present their annual reports outlining their achievements in the past year and their plans for the coming year. The session is open to the public. Anyone interested in forming an Extensive reading association is welcome to come and network, ask questions and learn about the ERF Affiliate system.

This session will be the annual ERF Board meeting held to discuss ERF matters. The Chair of the ERF will host this session. An agenda for the meeting will be available to those attending. Anyone interested in the work of the ERF, such as grants, ERF affiliates, Mreader or the LLL award, may wish to attend. If time allows there may be Q&A.

In this workshop, the presenters introduce Mini-Bibliobattle, a simplified variation of Bibliobattle. Bibliobattle refers to a social book presentation game where presenters introduce their favorite book for five minutes, followed by a three-minute Q&A session, and votes select the Champion Book from participants. This game has been spreading in Japan since it was developed in 2007, and teachers started using it in a language classroom. We will demonstrate the game at the site and provide some tips to instruct in combination with extensive reading. Students' perceptions of the game from our practices will also be provided.

Learning English in Japan has long been closely associated with preparations for university entrance exams. Believing rote learning to be the best and shortest way to obtain good exam scores, English teachers in Japan tend to encourage students to focus on memorization through repetition. Consequently, students who have difficulty with rote memorization may develop negative feelings towards English language learning during their secondary school education. The presenter designed a three-month online extensive reading course for adult English learners aimed at mitigating their anxiety regarding English as well as supporting them to be confident readers. The structure of and the principles behind the course design will be presented. Based on collected learner feedback, rigid mindsets, such as seeking the ‘correct’ reading comprehension, transformed into more relaxed attitudes toward English through, most notably, their shared reading experience with other course participants.