Why Don't They Do It? A Study on the Implementation of Extensive Reading in Taiwan

Autor/in	Huang, Yi-Cheng
Titel	Why Don't They Do It? A Study on the Implementation of Extensive Reading in Taiwan
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1099187 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1099187
Schlagwörter	Foreign Countries; Reading Motivation; English (Second Language); Student Attitudes; Teacher Attitudes; Program Implementation; Focus Groups; Interviews; Sustained Silent Reading; Teaching Methods; Program Effectiveness; Secondary School Teachers; Language Teachers; Second Language Instruction; High School Students; Grade 11; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Lesemotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Stilles Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	The study aims to verify whether extensive reading (ER) is able to promote senior high school students' English reading motivation and foster positive attitude towards reading in English. It further explores the teachers' perceptions of and the challenges faced in the implementation of ER activities. An ER activity was held for 12 weeks with 258 participants from 4 senior high schools in Southern Taiwan. Focus group interviews were then carried out with 72 randomly selected participants, after which individual interviews were conducted with 6 English teachers from these participating schools. Findings reveal that despite the challenges encountered in implementing the activity, the English teachers observed its benefits and were willing to encourage students to read extensively. The majority of the student participants also held positive attitudes towards the ER activity. Their positive attitudes, however, did not lead to the enhancement of their motivation in reading extensively due to the heavy workload from tests, homework or cram school. It was generally agreed that ER was time-consuming and not efficient enough to boost their exam scores. Accordingly, the study suggests that coordinated efforts and change of attitudes among the stakeholders are indispensable in the promotion of ER among senior high school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01