EFL Learners’ Responses to Extensive Reading: A Case Study a Case Study
This study investigated the perspectives of two groups (n=85) of EFL learners toward their experiences with extensive reading of authentic materials after a three-month EFL college reading class. Using a three-part survey questionnaire and the follow-up interviews, this study attempted to examine (1) the factors attributed to a successful /unsuccessful extensive reading program, and (2) the EFL readers’ preferences regarding the classroom activities for reading extensively. The analysis of frequency of responses indicated that no single factor was chosen by the students; however, material selection was ranked as the top one factor and student-student cooperative learning as the most favorite activity. The reader’s reading attitudes and habits as well the teacher’s view of reading and learning might be other reasons that hinder the effect of reading intensively in EFL learning context. The findings also revealed a discrepancy between learners with different proficiency levels and learning backgrounds. The survey empirically supported the individuality of learning--that is, learners are different; they have different perceptions and require different classroom activities. This article argues that extensive reading per se is never a panacea for all reading problems and the local educational environment might be an influential factor to be considered for a successful implementation of extensive program.
Keywords: EFL Learners, Responses, Extensive Reading, Individuality of Learning
Dr. Ming-yueh Shen
Associate Professor, Department of Applied Foreign Languages, National Formosa University