College and University Learners Presentation
Do Japanese EFL language learners prefer graded or non-graded readers?
The present study explores Japanese EFL language learners’ preferences for extensive reading books—graded readers or non-graded readers— in the period of more than two years. Many researchers insist that graded readers (GR) play an important role when institutions implement an extensive reading program. However, in the Japanese context, some language learners have negative impressions toward GR for various reasons. GR sometimes prevent them from reading extensively. For instance, high schools in Japan use too advanced GR as a reading assignment during long vacations and students tend to have an unsuccessful reading experience due to finding numerous unknown words. As a result, they often end up having negative images toward GR. This qualitative research explores how GR and non-GR books influence Japanese EFL language learners reading motivation based on interviews to those who have practiced extensive reading more than two years. The results suggested both GR and non-GR are necessary even in the beginning of their learning stage.
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