Extensive Reading: Students' Performance and Perception

Autor/in	Fernandez de Morgado, Nelly
Titel	Extensive Reading: Students' Performance and Perception
Quelle	In: Reading Matrix: An International Online Journal, 9 (2009) 1, S.31-43 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Comprehension; Student Attitudes; Reading Programs; Program Effectiveness; Reading Skills; Teaching Methods; English (Second Language); Reading Strategies; Foreign Countries; Universities; Undergraduate Students; Vocabulary Development; Self Esteem; Venezuela + Suchen Sie Ihr Suchwort? Leseverstehen; Schülerverhalten; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Reading strategy; Leselernstufe; Lesetechnik; Ausland; University; Universität; Wortschatzarbeit; Self-esteem; Selbstaufmerksamkeit
Abstract	Reading is thought to be a crucial skill in the EFL learning process, and Extensive Reading a very useful strategy. However, very few teachers implement it on a regular basis. The process of introducing Extensive Reading (ER) is considered far too expensive, complicated, and time-consuming. One way to encourage its use would be to more deeply understand the multiple factors influencing its successful implementation. This paper considers two of these factors, one related to effectiveness and the other to attitude. On the one hand, it examines Extensive Reading's influence on the student's reading comprehension performance. On the other, it explores the student's perception of this particular strategy. The study uses quantitative as well as qualitative data from students in the first year of a scientific reading course in a Venezuelan university. Findings suggest that reading comprehension performance was essentially the same with or without an Extensive Reading Program. Nonetheless, the program did seem to positively impact participating students. The ER Group did significantly better in the post-test than in the pre-test. Furthermore, the students' perception of Extensive Reading was very positive. Besides being enjoyable, they felt it helped them build vocabulary, reading comprehension, reading skills and confidence. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10