scholarly journals Using Evaluation to Motivate Students in an Extensive Reading Program

2018 ◽  
Vol 3 (2) ◽  
pp. 136
Author(s):  
Kelly Quinn
Keyword(s):  
Large Volume ◽  
Reading Program ◽  
Language Instruction ◽  
Extensive Reading ◽  
Study Materials ◽  
Materials Used ◽  
Method Of Evaluation ◽  
Amount Of Reading

Extensive reading, sometimes referred to as Free Reading or Book Flood is a system of language instruction where students are encouraged to read a large volume of level appropriate material. According to Wodinsky & Nation (1998) extensive reading should focus on comprehension of the material and enjoyment. Students choose what they want to read and are not compelled to read or finish books that they find uninteresting. One of the founding principles of the original proponents of extensive reading is that the pleasure of reading “is its own reward,” Day & Bamford (1998) and so assessment should be minimized or eliminated entirely. As extensive reading has gained in popularity, this premise has been challenged. This presentation compares two reading classes, one where students read without evaluation of their comprehension and one where students, after completing the book, had to take a short quiz to test their understanding. The goal of the project was to see the effect of evaluation on the amount of reading that students did. While the best students read an equivalent or greater amount without evaluation than they did when reading with evaluation, some students read much less. The presentation will explain the background for the study, materials used and method of evaluation. Finally, it will offer some possible explanation of why certain students might require evaluation for motivation.

scholarly journals How the factor of reading hours affect extensive reading of teenage elementary level students at North America International school

2020 ◽  
Vol 8 (2) ◽  
pp. 71-81
Author(s):  
Dang Hoang Bich Tram ◽  
Huynh Cong Minh Hung
Keyword(s):  
North America ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
International School ◽  
Reading Performance ◽  
Reading Program ◽  
Elementary Level ◽  
Extensive Reading ◽  
The Relationship

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

scholarly journals STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM

2019 ◽  
Vol 30 (2) ◽  
pp. 197
Author(s):  
Anita Kurniawati Hadiyanto
Keyword(s):  
Short Story ◽  
Reading Program ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Reading Behaviors ◽  
Writing Project ◽  
Teachers And Students ◽  
Story Writing ◽  
Project Data ◽  
Reading Activity

As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study examined how the ER teachers and ER students in the study perceived the story writing project. Data were gathered from semi-structured interviews with three ER teachers and six ER students. Findings showed that both the teachers and students perceived the story writing project as beneficial to enhance the students’ creativity and imagination. They also agreed on the connection between reading and writing. The quality of the story was perceived to be significantly influenced by the students’ reading behaviors. Practical suggestions on how to integrate this project into an ER program were also offered.

A Study on Extensive Reading in Higher Education

2019 ◽  
pp. 680-690
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Reading Program ◽  
Extensive Reading ◽  
University Teachers ◽  
Academic Level ◽  
Reading For Pleasure ◽  
Reading Materials ◽  
Students Attitudes ◽  
Shed Light

As practicing university teachers, the authors have noticed that students tend to focus exclusively on syllabus reading materials, ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, the authors decided to pilot an extensive reading program at the academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the chapter are to discover students' attitudes towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between the findings and the latest theories in the field.

Discrete Primary Education Curriculum in Bangladesh

2022 ◽  
pp. 716-730
Author(s):  
Md Jahangir Alam ◽  
Sheikh Rashid Bin Islam ◽  
Keiichi Ogawa
Keyword(s):  
Primary Education ◽  
School Facilities ◽  
Education Curriculum ◽  
Primary Schooling ◽  
Educational Curriculum ◽  
Study Materials ◽  
The Government ◽  
Materials Used ◽  
Type Of School

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.

scholarly journals Revisiting an English extensive reading program in a low “commercial” resources setting

2019 ◽  
Vol 14 (1) ◽  
pp. 71-88
Author(s):  
Christine Manara
Keyword(s):  
Critical Reflection ◽  
Reading Program ◽  
Tertiary Level ◽  
Teaching English ◽  
Extensive Reading ◽  
Teaching Activities ◽  
Teaching Context ◽  
English Reading ◽  
Reflective Evaluation ◽  
Graded Readers

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

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