Query: extensive reading

title: The Practice of Extensive Reading among EFL Learners in Tertiary Level
abstract: Students had some problems in terms of extensive reading. The problems were (1) students forget some principles and benefits of extensive reading because they learned about principle and benefits of extensive reading in the previous semester, (2) students do not know how to implement a successful practice of extensive reading, and (3) students were still difficult to enjoy and get information in their reading of either fiction or nonfiction books. Thus, this research was aimed to know how students implement extensive reading and students' difficulties when practice extensive reading. This research was qualitative descriptive research. The subject of this research was the fourth semester students in the English Education Study Program of Institut Agama Islam Negeri Bengkulu. The instruments of this research were observation checklist, interview sheet, and documentation. The result of this research showed that there were students who implemented extensive reading but students implemented extensive reading in the outside classroom and the students still had difficulties when implementing extensive reading. The percentage of students' implementation of extensive reading in the outside classroom was 62% while the percentage of students' difficulties encounter practicing extensive reading was 91% It concluded that students implemented extensive reading in the outside classroom without the supervision of the lecturer and students have many problems when practice extensive reading.

title: EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION
abstract: There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners' language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners' progress in reading extensively. Thirdly, the paper provides directions for future research which we believe might fill critical gaps in our knowledge about ER.

title: Building Reading Fluency with Mobile Assisted Extensive Reading
abstract: The study aims at investigating students' reading fluency through mobile assisted extensive reading in effect and responses. Forty five students (14 males and 31 females) were involved in the study. The participants were asked to read the materials of graded reading in electronic books by using their mobile phone. To measure their reading fluency, reading rate was counted in word per minute. The results show that mobile assisted extensive reading outperformed the students' reading fluency. Some participants commented that mobile based extensive reading was likely to build their reading fluency. It indicated that mobile might have the potential way not only for reading comprehension but also for reading extensively.

title: Extensive reading book
abstract: Reading has important role in foreign language learning. Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency.  Reading gives students chances to read longer pieces of reading, which they choose, which they can read at their own speed and at their own ability level.  Reading builds vocabulary. When learners read a lot, they meet thousands of words and lexical (word) patterns that are not taught in textbooks.  Reading allows the learner to develop an awareness of collocations (common word partnerships) and thousands of lexical phrases.  Reading helps learners understand grammar. In textbooks learners meet hundreds of grammar patterns. However, textbooks do not provide enough meetings with grammar for real acquisition to occur.  Reading provides opportunities to see grammar in context so learners can deepen their understanding of how grammar is really used.  Reading helps learners to build reading speed and reading fluency. In particular, developing reading speed is important because it helps learners to understand language faster and better. One objective of Extensive Reading is reading for pleasure. This builds confidence and motivation which makes the learner a more effective user of language. This Extensive Reading textbook provides a presentation of reading subjects in a simple and easy way according to the needs of the learning objectives. The process of compiling this book has been adapted to the results of the analysis of reading learning material needs so far. This book has thirteen chapters to improve students' understanding of the extensive reading course. Chapter 1 discusses the extensive reading. So that students at the beginning of learning have a special introduction to this course. Chapter two learns about composing summary. In this chapter, students make a summary of the text that has been read and understand the storyline presented. Chapter three about creating illustration. In this chapter students must be able to make summaries presented in the blog. Chapter four presents material about reviewing the text that has been studied. Chapter five discusses summary presentation. This material teaches students how to present their understanding of the text. Chapter six presents an understanding of text through role play. Students will perform role playing activities from text scripts that have been provided or made by students. Chapter seven presents the concept of identifying reading content. Chapter eight directs students to increase the ability of summarize and analyze the contents of text that has been read. Chapter nine discusses the storyline concept. Chapter ten discusses written text in novel form and understands text through stories in films. Chapter eleven discusses fiction text. Students are directed to be able to read and understand the contents of stories in works of fiction. Chapter twelve discusses understanding of non fiction texts such as academic texts. Chapter thirteen teaches students to illustrate stories that have been read in the text.

title: Teaching Extensive Reading in Another Language
abstract: Chapter 1: Keeping extensive reading simple Chapter 2: What are graded readers?  Case studies of extensive reading programs Chapter 4: How do you set up and run an extensive reading program?  How vocabulary is learned from extensive reading Chapter 6: The most important studies on extensive reading in a foreign language Chapter 7:  motivation and pushing learners to read Chapter 8:  Does extensive reading result in reading fluency and comprehension improvement? Chapter 9: Research on vocabulary learning from extensive reading Chapter 10: Developing reading fluency Chapter 11: Designing research into extensive reading Chapter 12: What makes a good graded reading scheme?  A way forward References

title: Incorporating task based learning in an extensive reading programme
abstract: This article reports on an EFL reading programme that integrated extensive reading with task based learning to promote L2 learners' language development, increase their motivation in reading, and help them build reading habits. In this programme, students took an active role in selecting graded reading material relevant to their interests and participated in reasoning gap, information gap, opinion exchange, and decision making tasks in the classroom. Data were collected through interviews with students, classroom observation, students' reading logs, and reflective journals. The results indicated that the combination of interesting reading materials and meaningful tasks created positive experiences in language learning. Comprehensible input from extensive reading and productive output in the follow up tasks proved to be effective in facilitating language development. Most importantly, students reported feeling a sense of achievement when sharing what they read with peers and completing the tasks, which then motivated them to read more books and gradually develop reading habits.

title: The Effects of Extensive Reading on English Vocabulary Learning: A Meta Analysis.
abstract: Extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta analysis, which synthesized the data of 21 empirical studies (N 1268) It was designed to explore whether extensive reading instruction was effective in improving students' vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

title: Extensive Reading Activities For Teaching Language
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title: The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition
abstract: Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second and foreign language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The present research adds to the limited set of well controlled studies by investigating the impact of an extensive reading approach over a 15 week semester on the reading comprehension, reading rate, and vocabulary acquisition of Korean university students studying English as a foreign language. A quasi experimental research design was employed using four intact classes: two control (n 88) and two experimental (n 83) The control classes received 100 minute intensive reading instruction per week, whereas the experimental classes received equivalent 70 minute intensive reading instruction and 30 minute extensive reading instruction per week. A repeated measures multivariate analysis of variance revealed that the experimental classes significantly outperformed the control classes on the combination of the three dependent variables (i.e. reading comprehension, reading rate, vocabulary acquisition) Subsequent analyses of variance confirmed the positive impacts of extensive reading on all three areas. Instructional implications for extensive reading in second language curricula are discussed.

title: Using Authentic Materials in Extensive Reading
abstract: Extensive reading involves learners reading texts for enjoyment and developing their general reading skills. Extensive reading schemes using authentic materials characterized by their content relevance and challenging difficulty have been assumed to provide students, especially those at the tertiary level, with more interest and motivation. Facing the problems of non English major students having little previous experience or motivation in reading comprehension and a time constraint of twenty five lessons they are under while training for the TOEIC test, the research adopted an extensive reading plan using English online news selected by students based on their own interest. To investigate their perception of the program, the study used questionnaires, reflection journals and semi structured interviews to collect data among a group of 10 participants in a private teaching center. The findings revealed different levels of engagements in the program, and their favor towards the reading materials due to benefits the program brought, including topic familiarity, vocabulary enrichment and some other factors such as visual aids or authenticity as compared to unfamiliar topics in their course books. The participants actually preferred the freedom of choosing their reading materials and expected certain levels of teacher's support and immediate communication. In conclusion, the program worked in generating students' interest in extensive reading as a method of practicing the skills. Based on the results, the researcher considers organizing group discussions after each extensive reading session or controlling the choice of news if students are of lower levels.