Active learning refers to a pedagogical approach that engages students actively in the process of learning (Bonwell & Eison, 1991). One central principle of active learning is that teaching action should focus on what students are doing, not teachers. In this sense, main components of extensive reading (ER) seem to share the basis of active learning as ER also intends to provide students with an opportunity to read for themselves at their own rate within their own levels. However, although ER is compatible with active learning, research on ER in the literature is often limited to its effects on the improvement of various language-related areas. Little investigation has been done into whether ER is effective for enhancing learners’ engagement in their own learning process, which is the core of active learning. Acknowledging this paucity, the current study incorporated an extensive reading (ER) program to active learning for reading classes, aiming to examine how students engaged in the ER program and how the participants perceived the program. To this end, students’ book reading reports over eight sessions of the ER program and post-task interviews were qualitatively analyzed. The data analysis suggests: first, students eagerly engaged in their learning processes during the ER program; second, in return, their confidence and motivation in reading English texts improved; third, during the ER the students were responsible for their own learning and were autonomous learners.
