Improving 9th Grade EFL Students' Reading Speed through an Enhanced Extensive Reading Methodology

Autor/in	Mo, Ai-luen
Titel	Improving 9th Grade EFL Students' Reading Speed through an Enhanced Extensive Reading Methodology
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 2, S.109-117 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mo, Ai-luen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00518-w
Schlagwörter	Grade 9; High School Students; Reading Rate; Reading Instruction; Reading Improvement; Comparative Analysis; Grammar; Translation; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Vocabulary Development; Memorization + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseunterricht; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Gedächtnistraining
Abstract	Several in-depth and experimental research have been carried out on the positive results of extensive reading (ER) over the past several years in the areas of ESL/EFL. However, several of the studies include limitations that raise doubts about the claimed positive outcomes. The current study adds to the small amount of well-regulated research by examining the influence of an enhanced ER program on the reading speed of 9th grade EFL learners. The research design included two classes (n = 70): The control group (CG) met for 120 min each week and received instruction, including intensive reading, grammar translation, vocabulary memorizing, whereas the treatment group (TG) received 105 min of the same instruction and 15 min of ER. The analysis uncovered that the TG made statistically significant gains in their reading speed, while the CG did not. Three measurements of effect size also indicate high levels of effect for the TG. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01