A Comparison of the Impact of Extensive and Intensive Reading Approaches on the Reading Attitudes of Secondary EFL Learners

Autor/in	Park, A. Young
Titel	A Comparison of the Impact of Extensive and Intensive Reading Approaches on the Reading Attitudes of Secondary EFL Learners
Quelle	In: Studies in Second Language Learning and Teaching, 10 (2020) 2, S.337-358 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Park, A. Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Reading Strategies; English (Second Language); Second Language Learning; Teaching Methods; Affective Behavior; Student Attitudes; Conventional Instruction; Language Proficiency; Reading Attitudes; Foreign Countries; High School Students; Instructional Effectiveness; South Korea + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Reading behavior; Rading behaviour; Leseverhalten; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Korea; Republik
Abstract	Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners' attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners' reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants' proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants' reading attitudes in comparison with the IR approach. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01