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Elementary School Teachers’ Perspectives toward the Reading Materials in an Extensive Reading Program Ji-Hyun Byun (Hannam University) The purpose of this research is to explore the perceptions of elementary school teachers toward the reading materials that are likely to be offered in the extensive reading program. A total of twenty elementary school teachers who were undergoing a professional development program participated in the study. They were situated in a print-affluent classroom replete with approximately 1,100 English-language reading materials including graded readers, young-adult books, and children’s books. In the program, the teachers were encouraged to check out any book related to their interests and proficiency levels. Data were collected from multiple sources to enhance the credibility of the study: observation with field notes, learner diaries, and interviews. The findings of the study indicated that the participating teachers showed great fondness for graded readers and perceived them to be appropriate reading materials for their elementary school students. The teachers' positive attitudes toward graded readers originated from these elements: simplified language and interesting content. They also believed that reading such books can be a cornerstone in instilling confidence in learners at elementary schools. Unlike the great popularity of graded readers, other reading materials including young-adult books, best sellers, magazines, and newspapers received less attention mainly due to colloquial language and a high level of text-difficulty.

Application and Evaluation of Korean Extensive Reading Program Woo Hyeong-shik․Kim Yun-mi Extensive reading allows learners to build confidence with extended texts. In Korean language program, it is required to introduce extensive reading that could lead to speedy reading. By selecting the materials the learners prefer, extensive reading can motivate them to read pleasantly and participate in reading activity spontaneously. Also the effect of extensive reading is that it could enhance learners’ general language competence. The objective of this research is for evaluation extensive reading program both in class and after class. It could provide possibility of using extensive reading in Korean language class. This research and practice in Korean language learning with extensive reading might include: First, There was significant improvement for learners to have quantitative growth in Korean language ability after the extensive reading activity. Second, extensive reading program would make learners have great interest and confidence in reading and encourage them to take part in reading activity on their own initiative. Therefore the result of this research will be a proof to use extensive reading program in Korean language course. And it will lead to the positive improvement in reading skill eventually.

This paper has an aim at examining graded learners’ perception before and after extra-curricular English extensive reading. The goal of this ER program is to offer students an opportunity of ‘pleasure reading.’ It provides them with a lot of graded readers which are allowed to be chosen by them. The participants have to read at least 2 books and they can present oral book reports biweekly if they want. This program has its characteristics in that there are no test, evaluation, writing report, and diary. According to the pre-perception, the high level students want to improve and maintain their English and the low level students want to be more familiar with English. And all the students want to develop their reading habits. At the end of the program they are quite much satisfied with this ER program and have got good reading habits.

본 연구는 수능 영어 독해력 향상을 위한 다독 프로그램에 대해 교사와 학생들이 가지는 의식과 다독 프로그램에 대한 요구를 조사 및 분석하였다. 이를 위해 서울특별시와 경기도, 강원도, 충청 도 소재 국·공립 고등학교 2학년과 3학년에 재학 중인 남녀 고등학생 309명과 동일 학교에서 근무 중인 영어교사 32명을 대상으로 요구조사를 진행하였다. 교사와 학생에게 주어진 설문 문항은 기 초 설문 항목, 학교 수업 실태 조사 항목과 다독 실태 조사 항목 및 영어 다독 수업 모형에 대한 요구도 조사 항목으로 구성하였다. 교사의 요구 분석 결과를 종합하면, 교사들은 교과서를 제외한 영어 읽기 텍스트 부족과 읽기 교육 내용의 체계적 구성 결핍을 현재 영어 읽기 교육의 주된 문제 점으로 인식했다. 다독을 통해 영어 읽기 능력을 향상할 수 있기 때문에 대다수의 교사들은 교육 여건이 충분하지 못한 상황에도 불구하고 다독 교육이 필요하다는 의견을 보여주었다. 학생 설문 분석의 경우, 지나치게 난해한 표현들이 수능 영어 지문과 EBS 교재에 다수 포함되어 학생들은 영어 읽기 문제 해결에 많은 어려움을 겪고 있는 것으로 나타났다. 대부분의 학생들은 현재 다루고 있는 수능 지문과 EBS 교재 이외에도 읽기 능력 향상과 수능 영어 시험에서 높은 점수를 획득하 기 위해 추가적인 읽기 자료를 원하고 있으며 이러한 교사와 학생의 의식 조사를 통해 수능 영어 독해력 향상을 위한 다독 프로그램의 요구를 확인하였다.

The purpose of this study was to analyze the needs of teachers and high school students regarding an extensive reading-based teaching model for improvement of English reading comprehension ability in the CSAT. In order to investigate this study's purpose, thirty two high school teachers and three hundred and nine high school students in Seoul, Gyeonggi Province, Gangwon Province, and Chungcheong Province participated in a survey questionnaire and the collected data were analyzed quantitatively. The results revealed that teachers see a lack of reading materials and framework for teaching reading as the main issues at hand. The results of the students' questionnaire analysis showed that most students suffered from dealing with reading materials that are too challenging for them to understand. It was verified that they need additional reading materials rather than difficult questions beyond their ability. In conclusion, most teachers and students need effective teaching methods using extensive reading as a tool to help high school students enhance their reading skills.

This study investigates the impact of a blended extensive reading (ER) program on the reading proficiency and fluency of first-year nursing students at a university. The research focuses on comparing the efficacy of teacher-guided versus self-directed learning methods within a blended (online and offline) reading context. The study involved 83 freshmen, divided into two groups, one guided by teacher and the other following self-directed learning. The program spanned 15 weeks, during which students had access to a diverse collection of 461 reading materials. The study aimed to assess changes in reading proficiency and fluency through pre- and post-tests including TOEIC, AR(Accelerated Reader- Star Reading Test), Reading Speed, and Reading Speed Comprehension tests. The findings reveal that the teacher-guided group showed significant improvements in TOEIC Reading Comprehension, AR scores, and Reading Speed, while the self-directed group demonstrated less substantial gains. The study highlights differences in online and offline reading preferences between the groups, with the self-directed group favoring online resources and the teacher-guided group showing a preference for offline materials. This research underscores the importance of teacher involvement in enhancing key reading skills in specialized academic programs and suggests that a balanced approach incorporating both online and offline resources can effectively respond to diverse student learning preferences. The study also sheds light on the nuanced impact of different instructional methods on reading proficiency and fluency. The teacher guided group improved significantly in reading comprehension and speed, offering insights for future curriculum design and teaching strategies in specialized fields like nursing. The findings suggest that integrating structured teacher guidance with the flexibility of self-directed learning might yield optimal outcomes in reading instruction, particularly in specialized academic contexts like Nursing English in ESP.

This study explored the implementation of extensive reading program in a university writing class, looking at vocabulary use of 110 less proficient EFL students. In addition,there was careful investigation of students' perception on the use of extensive reading program in an academic writing class as a part of liberal art course. To answer the research questions, both Range and Frequency and NLP (Natural Language Processing) tools were used in order to show the total frequency of vocabulary use and concordance features. The software made it possible to see the ample use of lexical items such as collocations,phrasal verbs, and other vocabulary usage. The result suggests that less proficient students tried to use a simple and low range of words in their written work with a great effort. A variety of prepositional usages were also noticed as an attempt to construct meaningful context in their writing. In addition to this, despite their low confidence in learning a second language, less proficient students showed positive attitudes towards writing reading logs in the extensive program. Some pedagogical issues were suggested in terms of implementing an extensive reading program to writing class for less proficient students in a university liberal art course.

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

Extensive Reading (ER) is a pedagogical approach in second language (L2) education that has a strong foundation and is highly effective in fostering a passion for reading and enhancing reading proficiency. This study aimed to investigate the diverse landscape of ER, revealing the extensive range of genres, topics, and book selections it contains. The study examined a group of 83 nursing students in Seoul, who were divided into two groups: one receiving teacher guidance and the other engaging in self-directed learning. The program lasted for a duration of 15 weeks and focused on extensive reading training. The results indicated a strong preference for non-fiction literature, particularly in the field of Science, which aligns with the professional interests of the nursing students who took part in the study. The group that was supervised by the teacher demonstrated a wider range of subject study, particularly in the areas of Science, Social Studies, and History, highlighting the significance of having organized direction. On the other hand, the self-directed group exhibited a more equitable distribution of reading materials, encompassing both fiction and non-fiction genres. The observation may potentially indicate a correlation with their personal motivations and educational paths. Notable correlations were observed among specific subjects, suggesting a strong inclination towards interdisciplinary pursuits and the possibility of integrating disparate areas of knowledge. The books that are most frequently read tend to be focused on the subject of Science, while also maintaining a balanced reading level. This suggests that students have a preference for materials that are neither excessively simplistic nor excessively hard. Despite being somewhat overshadowed by factual content, narratives continue to maintain their attractiveness, therefore underlining their crucial position in the landscape of extensive reading settings. Furthermore, the study provides valuable perspectives on the reading habits of second language (L2) learners, emphasizing the ongoing popularity of narratives, the need of multidisciplinary education, and the delicate equilibrium between self-direction and instructional support. The aforementioned discoveries have the potential to impact instructional approaches, leading to a more effective integration of student needs and interests. Additionally, they provide a foundation for future investigations into the underlying motivations driving these preferences for reading materials.

Extensive reading is based on Stephen D. Krashen's language acquisition theories like the Acquisition-Learning Distinction, the Input Hypothesis, and the Affective Filter Hypothesis. It aims to provide a large quantity of comprehensible input to language acquirers via reading and also intends to create a low affective filter situation by allowing them to select their own reading materials, which are well within their linguistic levels. For a successful extensive reading program, it is particularly important to create an environment where learners feel free to select and read what they want. The success of the program depends on how easy, varied, and interesting materials are prepared. In this study, a theoretical framework of extensive reading is introduced first. Then, benefits of extensive reading and theoretical suggestions in creating a print-rich environment to foster learners' further reading are discussed.

This study aimed to investigate the effectiveness of book reports in learning portfolios in the context of English as a Foreign Language (EFL) education in Korea. Driven by a mixed-methods research design, the study combined quantitative assessments with qualitative feedback to explore the impact of book reports on learners' reading competency and fluency. The study involved 83 participants and the intervention spanned 15 weeks, with the students having access to an extensive selection of 461 graded books available both digitally and in print. The study assessed the impact of book reports on critical reading measures, including TOEIC RC (Test of English for International Communication Reading Comprehension), Accelerated Reader (AR), Reading Speed, and Reading Speed Comprehension. It aimed to identify differences in results between two different teaching approaches: Educator-facilitated and Learner-initiated. In addition to quantitative evaluations, the study integrated input from participants, collected through questionnaires and interviews, to offer a comprehensive perspective on the impact of book reports on enhancing reading ability and fluency. The key findings indicate that book reports significantly enhance reading ability with notable variances observed between the two teaching approaches. The educator-facilitated approach yielded more pronounced improvements, which suggest that the integration of book reports in extensive reading program can be a potent tool in EFL settings, with different methodologies catering to varied learning objectives. By integrating these diverse perspectives, the study result, in terms of implication, aspires to offer insights into the value and impact of book reports, thus contributing to the optimization of learning portfolios for the enhancement of reading skills among EFL learners.

The purpose of this article was to introduce an on/off-line extensive reading program to help improve the learner’s practical English ability. For the research method, six Korean English teachers and one native English teacher developed a reading class model and utilized it in the classroom environment. The project lasted for three years from 2012 until the 2014 academic year, and the participants were middle school students. Before they started the reading program, the student participants took a level test and they went through on/off-line extensive reading program. The reading class was carried out in a regular curriculum once a week (45 minutes) and it was reflected in evaluation with a vocabulary test, and the survey for determining the learner’s satisfaction as they reflected regarding the program that they had just completed. In 2014, the 797 students participated in the study and the program was completed at that time. The result shows that overall, the learner’s vocabulary knowledge was improved and a level of satisfaction of an extensive reading program was shown to increase to a higher scale, as previous researches had shown (Elley, 1991; Shin, 2003). The meaningful aspect of the present study was to conduct reading program for over a considerable period of time, and it was noted that the size of participants was also rather large as compared to other studies. The discussion and implication of this study follow in the description of the study results below.

Today, when English proficiency is vital globally, innovative teaching resources that effectively portray real-life English use are needed. This urge is strongest in non-English-speaking countries. This problem can be solved by using English Newspapers in Education (ENIE) as a language input and Extensive Reading (ER) medium, notably in Korean English as a Foreign Language context. This study aimed to investigate the integration of English Newspapers in Education (ENIE) as a source of language input and a medium for Extensive Reading (ER) within the South Korean EFL context. The research involved 50 intermediate level of university nursing students in an English for Specific Purposes (ESP) class over a 10-week period, utilizing a mixed-method approach that included a questionnaire and interviews. Results from the questionnaire and inverviews indicated a generally positive response to ENIE, with increased reading ability, autonomy, and engagement reported by the majority of students, despite some challenges such as language complexity and cultural relevance. They indicate a generally positive reception, with the majority (68%) reporting improvements in reading ability, 84% acknowledging English newspapers as a beneficial source of language input, and 88% expressing interest in continuing to engage with online English newspaper articles independently. The findings suggest that ENIE can significantly contribute to language learning when tailored to students' levels and interests, combined with adequate teacher training and resource curation. This study investigates the incorporation of English Newspapers in Education (ENIE) into the Korean EFL curriculum, aiming to bridge the gap between traditional language instruction and the demands of global communication and literacy, by examining its effectiveness in enhancing extensive reading skills and providing authentic language exposure for educators, curriculum developers, and language learners. The results should inform pedagogical tactics, make English language teaching more engaging and relevant, and give Korean students the linguistic and critical thinking abilities they need for global interactions.

This study was intended to explore EFL students’ attitudes toward the extensive reading program (guiding students to read as many books as possible) and the video education program as English learning utilities. The participants were 203 middle-school students from Seoul who took regular English class in a middle-school English library for two months, and this study was performed during two different sessions. For purposes of this study, video materials were modified and implemented. The students’ attitudes were investigated with questionnaires. Findings showed that most students were satisfied with the two education methods, indicating that the two methods had positive effects on arousing the students’ interest and motivation to learn English. Nonetheless, significant differences among students were observed in improving English reading skill, English listening skill, and English grades; however, there was no discrepancy between the extensive reading program and the video education program with respect to learning utilities. These results can be discussed in terms of their implications for the utility as an English learning method but also as effectiveness of EFL reading with some suggestions for future study.

This study examined the effects of an extensive reading approach designed to promote reading comprehension and motivation to read. Forty-two university students participated in a newly developed extensive reading program. The program included five steps following a comprehensive workshop on extensive reading. These steps included reading activities, reading logs, book summaries, participating in class presentations and discussions, and choosing additional books to read. The program lasted for one semester in 2016. Forty-two students successfully finished the reading program within 15-weeks. Data were collected throughout the semester from the reading logs, writings, and from oral interviews. Results of the study indicated that participants experienced an increase in reading comprehension and motivation. In addition, the participants reported an improvement in their writing skills, developed a willingness to read new books and shared insights from the reading content. As well, students reported an expansion of self-knowledge and development of new insights about the world.

This paper presents a case study of a class using Extensive Reading (ER)program implemented in an English language course at a university in Korea for the purpose of enhancing the four English skills of the Korean learners of English. The purpose of using ER program is to encourage students to read as many books as possible and improve their English ability to become competent in English use. ER program has not been used commonly in university curriculum, although it is believed as an effective way to improve students' English ability. Thus, it is intended in this paper to introduce a reading class conducted in English using ER program, in which students were strongly encouraged to read, write and speak both at home and in class. ER has been beneficial for not only children learning their native language but adult second language learners, especially when considering the limited amount of input exposure of the Korean learners of English who use English only in a classroom environment. Students who took an ER course reported in this paper read four books as required class texts and three or four books as self-selected books during a semester. They wrote response journals after finishing reading done with silent reading and listening to audio books and had a conversation with other students based on their response journals, by which students practiced the four English skills in a course. Students reported through a survey that their English ability improved through the class and showed changes of their recognition of different English skills after taking the class compared to before taking it.

본 연구는 온라인 다독 프로그램이 초등학교 4학년 학생 23명의 영어 어휘 습득과 정의적 영역에 미치는 영향을 규명하고자 하였다. 이를 위해 한 달간의 실험 연구를 진행하였으며, 사전 평가와 사후 평가 점수를 비교 분석하였다. 연구 결과, 어휘 습득 면에서 유의미한 향상이 나타났으며 참여 학생들 간의 영어 실력 편차 또한 현저히 줄어든 것으로 확인되었다. 정의적 영역의 경우, 연구 기간이 단기적이었던 한계로 인해 영어 사용에 대한 자신감과 불안 요인에서는 유의미한 변화가 나타나지 않았으나, 영어 학습에 대한 흥미는 유의미하게 상승하였으며 읽기 전략 사용에 있어서도 긍정적인 변화의 경향성이 관찰되었다. 이러한 연구 결과를 바탕으로 교육적 함의와 연구의 제한점을 제언하였다.

The effects of an online extensive reading program on elementary school students' vocabulary acquisition and affective domains. Studies in British and American Language and Literature 160, 000-000. The purpose of this study is to investigate the effects of an online extensive reading program on vocabulary acquisition and affective domains of twenty three 4th-grade elementary students. A one-month experiment was conducted including the comparison between the scores of the pre-test and those of the post-test. To discover the differences between the test scores, the data was analyzing using the Wilcoxon Signed-Rank test and the effect sizes were calculated. The results demonstrated an improvement in vocabulary acquisition and the decrease of its proficiency gap among the participants. In the affective domains, although confidence and anxiety using English did not show significant changes due to the short-term nature of the study, there was a significant increase in English interest, and positive trends were observed in the use of reading strategies. Based on these results, the study suggests its educational implications and its limitations.

The purpose of this study is to explore the potential of applying Extensive Reading to the school curriculum on the basis of the result of extensive reading program undertaken the intensified training of middle and high school English teachers in 2010. Also, the study attempts to investigate how extensive reading influence English teachers' teaching method and change their attitude regarding the guidance of English reading. In fact, Extensive reading is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading. In other words, it is an approach to language teaching in which learners read a lot of easy material in English. They choose their own reading material and read it independently of the teacher. They read for general, overall meaning, information and enjoyment itself. And many researches on the effects of extensive reading have been accumulated. Actually, the teachers attended this program have a tendency to believe that Extensive reading teaching methods put power to improve student's reading fluency, good reading habits, writing ability, listening ability and high level of vocabulary including expressive and comprehensible ability. The reading program should belong in the school curriculum. That is the premise of the utmost successful extensive reading, and this study suggests an after-school program gives the suggestions of extensive reading program whatever the focus of reading class.

The purpose of this study is to examine affective factors of an extensive reading program on middle school English learners and the possibilities of applying the program to secondary school English curriculum. The study was carried out by 20 volunteers from 2nd grade students in Jeju Dong Middle School from September 2010 to January 2011. Data were collected form multiple sources to enhance the credibility of the study, that is, classroom observation notes, student journals, interviews, and feedback from English teachers who experienced an extensive reading program. The findings from the study showed that the students who were somewhat reluctant to read English books became enthusiastic participants in reading for pleasure through the program with strong confidence and motivation to read. In addition, most of the participants expressed their fondness for and belief in the role of extensive reading in developing their English proficiency. Furthermore, when it came to the question of whether to adopt the extensive approach in secondary schools, most of students who experienced extensive reading themselves quite agreed with its applicability, but some suggested that the adoption of the approach be gradual.

The purpose of this study is to implement a level-based extensive reading program in school settings in order to help students develop English proficiency and to enhance positive attitudes toward English reading. The book-flood program was applied to students assigned to the extensive reading club for eight months. They were encouraged to read texts from a variety of genres within their proficiency level in regular club meetings and outside of class. For effective reading, they were offered several tools created by the teacher. Data collection was done through learning style questionnaires, teacher interviews, written tests, and group journals, so as to examine the effects of the study. The results of the study are as follows: 1) The language skills, particularly reading, were evenly improved in all three levels. 2) The students in the highest group developed their own personal reading styles, while the intermediate group showed the most positive attitude toward reading.

본 연구의 목적은 초등학교 담임 교사가 아동문학을 활용한 영어 다독 프로그램의 실행 과정을 탐구하여 그 효과를 알아보는 것으로, 6학년 한 학급 24명의 아동을 대상으로 진행되었다. 프로그램 운영 및 문제 해결 과정을 체계적으로 탐구하기 위해 한 학기 동안 세 개의 사이클을 운영하였으며, 각 사이클은 ‘계획, 실행, 관찰 및 성찰’이라는 네 단계로 이루어진 실행연구 모형을 적용하였다. 연구의 목적 달성을 위해 다음과 같이 연구 문제를 설정하였다. 첫째, 초등학교 학급 단위 영어 다독 프로그램은 어떻게 운영될 수 있는가? 둘째, 학급 단위 영어 다독 프로그램 실행은 어떠한 효과가 있는가? 결과 제시를 위하여 사전・사후 설문, 북트리, 독서 일지, 수업 소감문, 교사 일지, 면담 등의 자료를 수집하였으며 질적 분석 기법을 기본으로 하여, 양적 분석 기법을 보완적으로 활용하여 분석하였다. 주요 결과는 크게 두 가지로 범주화하여 제시하였다. 우선, 학급 단위 영어 다독 프로그램의 운영 과정 및 변화를 세 개의 사이클로 구분하여 정리하였다. 사이클Ⅰ에서는 다독 프로그램의 도입 및 정착 과정을 상세화하였다. 사이클Ⅱ에서는 단계적 지도를 통해 학생들이 어려운 책에 도전하고, 스스로 읽기 과정을 점검하였다. 사이클Ⅲ에서는 학생들이 자발적으로 읽기 자료를 탐색하고 읽는 주도적인 독자로 성장하였다. 다음으로, 다독 프로그램의 효과를 세 가지로 하위 구분하여 제시하였다. 다독 프로그램을 통해 참여 학생들의 읽기의 양적 및 질적인 변화를 확인할 수 있었으며, 교사와 학생 간, 학생과 학생 간 상호작용이 활성화되었다. 또한, 프로그램 전후로 학생들의 영어 다독에 대한 자신감과 선호도가 의미 있는 변화를 보였다. 후속 연구를 위한 제언으로는, 학급 단위 영어 다독 프로그램이 학생들의 읽기 능력 향상에 미치는 영향을 확인하는 것과 학교 현장에서 활용 가능한 영어 다독 프로그램 모델개발의 필요성을 제안하였다.

The purpose of this study was to explore the implementation process of an English extensive reading program using children’s literature by a homeroom teacher in a primary school class and to investigate the effectiveness of the program. In order to systematically explore the program operation and problem solving, a four stage action research model was applied for each cycle: ‘planning, execution, observation, and reflection.’ To achieve the objectives of the study, research questions were set as follows. First, how can the elementary class level extensive reading program be operated? Second, what is the effect of implementing the elementary class level English extensive reading program? To present the results, data such as pre- and post- questionnaires, book trees, reading journals, class notes, teacher journals, and interviews were collected and analyzed in a mixed method applying both qualitative and quantitative analysis techniques. The main results are broadly categorized into two categories. First, the operation process and changes of the English extensive reading program were divided into three cycles. In cycle Ⅰ, the introduction and settlement process of the extensive reading program was detailed. In cycle Ⅱ, students challenged difficult books through step-by-step instruction and checked the reading process on their own. In cycle Ⅲ, students grew into self-directed readers who voluntarily searched for and read English books. Second, the effects of the extensive reading program were presented and classified into three sub-categories. Through the extensive reading program, quantitative and qualitative changes in students' reading were identified, and interactions between teachers and students, and between students and students were activated. Also, students' confidence and preference in English reading showed significant changes before and after the program. Implications for future research were presented.