The participants in this study were fourth-year undergraduate students enrolled in the Teacher Education Program at a private university in Japan. For their seminar work, the students read articles describing the benefits of extensive reading (ER), the process of implementing an ER program and relevant research studies. After six weeks of lessons, the teacher trainees participated in an ER lesson as students. Data was collected through the use of a questionnaire containing open-ended questions. Each question represented a research question for this study. The questions elicited the teacher trainees’ opinions about: ER’s viability within the Japanese context and for low-level learners; perceived weaknesses and strengths of ER; possible approaches for incorporating ER into English classes; ER and student motivation; and whether they plan to use ER in the future. The results indicated the trainees had a positive view of ER, but they were mostly concerned with ER’s viability for low level learners.

All English teachers believe extensive reading can be very helpful for students. The big question is when and how. Ms. Wu, a public English teacher from Wuhan, China, who was inspired by presentations during ERWC5, started her practice with her G7 students in 2019. Despite big challenges including misunderstandings from the parents, lack of reading hours, no books, and no immediate effect, they kept practicing ER in the classroom during the 3-year pandemic period. In 2022, these students graduated with very positive test scores and most importantly, many students have formed a daily reading habit. The presentation will reveal the secret behind the story.

In order to enrich students’ knowledge and collect important information, students need to have good reading skills. Good reading skills can be built and sharpened by having good reading motivation. Good reading motivation can be initiated by engaging students with reading materials. Motivation in reading can affect students’ reading comprehension, and without motivation, students may have poor reading comprehension. However, it is inevitable that students may face difficulties in their reading which may decrease their reading motivation. In rural areas in Indonesia, there are several obstacles which may affect students’ reading motivation such as lack of learning resources, inadequate facilities, language barriers, and unsupportive parents. Therefore, to maintain their motivation, students need to equip themselves with appropriate reading strategies. The objective of this study is to investigate the English reading motivation, difficulties, and strategies of West Sumba senior high school students. This study uses a descriptive quantitative approach with a survey. The items in the surveys were used to collect data regarding the students’ English reading motivation, difficulties, and strategies. The results of this study indicated varying levels of reading motivation for four different motivational variables, namely self-efficacy, intrinsic, extrinsic, and social issues. Common difficulties faced by students in their reading activities are their interest in watching television or playing with their gadgets rather than reading, problems with their parents, and lack of English reading sources. The strategies that students did to overcome these difficulties were limiting their screen time and asking their teacher to provide more time for them to read English materials in class.

This presentation focuses on how a mini class library with about one thousand books was set up and managed. Additionally, the benefits for classroom activities and homework will be discussed. Around thirty five students from grade 7 read extensively for two years and improvements on student motivation, stamina, and grades were recorded through interviesw, surveys, reading logs , school work, and test papers. The audience will learn how to develop student interest and efficiency in learning English through wide reading in a public junior high school in Shanghai, China.

Research has demonstrated the importance of extensive reading for supporting students’ development as proficient and engaged readers. Among the ten principles listed by Day & Bamford (2002), the presence of interesting texts, the importance of choice, reading for pleasure and reading as much as possible are key elements to encourage students’ independent reading. Given worldwide concern about students’ seeming decline in reading, it is important to consider ways to revitalise practices of extensive reading in schools for both children and adolescents. This panel proposes to extend ways to encourage extensive reading through the use of children’s literature, book clubs, e-resources, and school libraries. In this panel, the presenters will share about how to motivate students’ extensive reading through (1) selective curation of quality children’s literature, (2) conducting online book clubs, and (3) stocking the school library with quality resources for adolescent readers.

It is generally acknowledged that extensive reading contributes more to the acquisition of language competence than classroom learning, especially for younger learners aged from 3 to 16. Most language schools which are still struggling through only classroom learning turned out to be unavailing. Thus the presenter started their trials of integrating ER program with IR course and helped the students to achieve more. In this presentation, the presenter would like to share their experience of how they integrated ER to the curriculum, including how to do the diagnostic tests and periodical assessments for the students; how to choose the proper ELL or ESL readers for them accordingly; how to setup the targeted skills and strategies for both IR & ER course; how to guide the in-classroom ER course and lead the at-home ER practices, and how students benefit from Extensive Reading.

This study investigates the impact of Let's Read Asia, a website offering more than 9,000 graded readers, on the literacy development of Indonesian students. The research question is "To what extent can Let's Read Asia website boost the students' literacy development?" As part of a Jesuit institution committed to providing quality education, the researchers align their efforts with Universal Apostolic Preferences (UAP), especially "journeying with youth," by promoting literacy and supporting young people in shaping a brighter future. The study implements Classroom Action Research (CAR) with two cycles and applies the Extensive Reading concept, measuring participants' motivation, enjoyment, and changes in attitude after using Let's Read Asia. The study was conducted through the distribution of questionnaires and face-to-face interviews with selected participants, revealing a positive impact on the literacy development of students. The interviewees were selected as sample participants who have experienced specific literacy challenges or interventions.

This presentation explains a case of an extensive reading (ER) program in a private junior high and high school in Tokyo. The program is a collaboration between the English department and the school library. English teachers already have too much to do that it is a challenge to add ER to the regular curriculum despite the desire to start a program. We will show how the collaboration can overcome the many obstacles in starting ER, such as about the basic collection of materials, a smart way to shelve the books, and the method to keep the circulation moving. We will explain the practice in detail so that teachers willing to start a program at their school will know what to do in the first lesson.

Extensive reading (ER) has become a vital part in the development of teaching methodologies as well as the learning process. A variety of studies have proven the benefits of ER but the questions remain as to whether secondary English teachers can work as ER models and how successfully they can implement ER in their classes. This paper aims to uncover the voices of secondary English teachers’ about extensive reading. The participants consisted of 28 secondary English teachers from different schools in Vietnam. The data were collected from an online survey questionnaire and interviews. The results show that secondary English teachers are aware of the significance of ER but they face certain difficulties implementing extensive reading for themselves and for their students. The findings conclude with discussion and pedagogical implications for teaching and learning to read in English.

This study is based on the practice of an Extensive Reading（ER） program in a Japanese high school library in collaboration with the English teachers and the librarian. A collection of Graded Readers（GR） in the sub 700 headwords range and authentic children's books can support high school students in overcoming their anxiety towards studying and become more motivated to read in English. This research confirmed that 5 cohort, 1,268 beginner high school students could attain upper intermediate level while reading English books at the comprehensible vocabulary level. The research revealed that it is crucial to place English books in school libraries for ER programs. The library is responsibile for the registration and management of the library collection which reduces the burden on English teachers and at the same time supports the spontaneous and continuous learning for high school students.

Due to increasing number of sexual abuses and discrimination gender education is turning to critical issue in the Uzbekistani context [1]. However, it is not covered by school curriculums. And, the reasons vary. Some families misunderstand the term while educational authorities claim that “gender education should be included into education system starting from preschool ages…”[2]. Here, ER materials can stand as abuse prevention program to teach young girls on recognizing, avoiding, and reacting on any type of abuse. This study was conducted to evaluate the impact and highlight the role of ER in schoolgirls social-emotional learning (SEL). The presentation will outline the research findings based on pre- and post-intervention surveys and interviews administered to 20 primary schoolgirls. The findings indicate the ER intervention raised girls’ self-awareness and decision-making skills. The audience will learn the research findings and be equipped with strategies for implementing SEL-focused tasks into ER programs at schools.

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

The concept of Extensive Reading (ER) in the ESL context of Bengal (India) was propounded by West (1920), who concluded that when students read texts they found interesting, their improvement in the target language was immense. Therefore, the present study investigates the implications of ER in English for developing summarizing skills of 45, class 9 students in a girls-only vernacular medium school. Data was collected using questionnaires, one round of focus group interviews and results of the pre-and post-test that were administered before and after the month-long intervention programme on ER. An analysis of the data shows that using ER helped to improve certain elements of writing that are considered necessary for good summarizing skills. The availability of more time could help to bring about greater changes in the reading-writing process. The study has implications for using Classroom ER (Waring, 2012) in EFL and ESL contexts.

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.

This paper aims at (1) introducing part of a reading project carried out at a high school in Vietnam and (2) investigating students’ interest in reading during the project. The project is supposed to cover 4 topics, and each topic takes 6 weeks to be explored. This paper focuses on the topic of Lunar New Year (the biggest traditional festival in Vietnam). 45 students of grade 11 participated in the project from January to mid-February 2023. They were divided into five groups. Each group was given a collection of literary works and they themselves chose three articles about Lunar New Year to read, then picked up words/ phrases relating to the topic to build a vocabulary bank and made a short video clip to present the topic. Data collected from the survey and interviews with students showed that they really developed their interest in reading during the project.

Extensive reading (ER) plays an important role in Indonesian high schools as it supports the National School Literacy Movement and improves students' English skills. However, ER-based activities during school hours mostly rely on the 15-minute silent reading at the beginning of the day. This study describes a piece of research carried out in seven high schools in Java and Bali into students’ perceptions of after-school ER programs. Arranged by ER enthusiasts in the Indonesian Extensive Reading Association (IERA), this program explores fifty-eight students’ perceptions of the reading materials and the follow-up activities through an online questionnaire. The findings of the survey found that composing acrostic poems based on the book they read was the most interesting among other ER-based follow-up activities. Another finding revealed that the students expressed a more positive attitude towards ER which is enjoyable, inspiring, and entertaining. Pedagogical implications will also be discussed.