Earticle

This study examines university students’ attitudes toward second language (L2) writing that is implemented as a follow-up activity to extensive reading (ER). Sixteen students voluntarily participated in the study, and their written reflections were analyzed quantitatively and qualitatively to explore these students’ attitudinal positionings toward the writing activity. The findings indicate that students not only displayed a favorable attitude toward the ER writing activity, but also appreciated its benefits and usefulness in the development of their writing skills and writing habits. The present study also suggests that well-integrated pedagogical practices can produce positive perceptions of L2 reading and writing among students, thus facilitating their engagement in the classroom activities.

본 연구는 대학 교양 과정에서 한국어 학습자를 대상으로 하는 독서 수업의 일환으 로 자신이 읽고 싶은 책을 스스로 선택하여 자유롭게 읽는 독서 활동과 북트레일러를 제작하는 독후 활동을 설계하고 실제 현장에서의 적용하여 그 사례를 소개하고 결과를 분석하였다. 설계한 독서 수업 방안은 B대학의 학부 교양 강의를 수강하는 유학생 35명을 대상으 로 도서관에서 읽고 싶은 도서 대출 및 독서, 소그룹으로 읽은 내용 나눔, 북트레일러 제작 등의 활동으로 총 14주간 실시하였다. 연구 결과 학습자들은 여러 활동 중에서 읽 고 싶은 책을 읽는 것이 가장 좋다고 답변했으며, 북트레일러 제작은 독서 효과, 창의적 과제, 한국어 학습, 만족감, 자부심, 성취감, 흥미 등의 효과가 있었으며 독서와 토론 수 업의 장점으로는 재미있고 자율적인 분위기, 독서 습관·관심이 생김, 한국어 능력 향상, 기타 지식·능력 습득 등이 있고, 단점으로 수업이 어렵다는 점이 있다. 향후 각 활동에 대한 난이도, 시간 안배, 소그룹 구성 방법 등을 수정·보완한다면 더욱 이상적인 독서 수업이 될 것으로 기대한다.

It was conducted for a total of 14 weeks with 35 Korean language learners at a university, including activities such as borrowing and reading books they wanted to read from the library, sharing appreciation in small groups, and making book trailers. The results of the study showed that among the various activities, the learners answered that reading books they wanted to read was the best, and making book trailers had effects such as reading effectiveness, creative assignments, learning Korean, satisfaction, pride, sense of accomplishment, and interest. The advantages of reading and discussion classes include a fun and autonomous atmosphere, developing reading habits and interests, improving Korean language skills, and acquiring other knowledge and abilities. The disadvantage is that the classes are difficult. If the difficulty level, time allocation, and small group composition methods for each activity are modified and supplemented, the reading classes will be even better.

본 연구는 대학 교양 과정에서 한국어 학습자를 대상으로 하는 독서 수업의 일환으 로 자신이 읽고 싶은 책을 스스로 선택하여 자유롭게 읽는 독서 활동과 북트레일러를 제작하는 독후 활동을 설계하고 실제 현장에서의 적용하여 그 사례를 소개하고 결과를 분석하였다. 설계한 독서 수업 방안은 B대학의 학부 교양 강의를 수강하는 유학생 35명을 대상으 로 도서관에서 읽고 싶은 도서 대출 및 독서, 소그룹으로 읽은 내용 나눔, 북트레일러 제작 등의 활동으로 총 14주간 실시하였다. 연구 결과 학습자들은 여러 활동 중에서 읽 고 싶은 책을 읽는 것이 가장 좋다고 답변했으며, 북트레일러 제작은 독서 효과, 창의적 과제, 한국어 학습, 만족감, 자부심, 성취감, 흥미 등의 효과가 있었으며 독서와 토론 수 업의 장점으로는 재미있고 자율적인 분위기, 독서 습관·관심이 생김, 한국어 능력 향상, 기타 지식·능력 습득 등이 있고, 단점으로 수업이 어렵다는 점이 있다. 향후 각 활동에 대한 난이도, 시간 안배, 소그룹 구성 방법 등을 수정·보완한다면 더욱 이상적인 독서 수업이 될 것으로 기대한다.

It was conducted for a total of 14 weeks with 35 Korean language learners at a university, including activities such as borrowing and reading books they wanted to read from the library, sharing appreciation in small groups, and making book trailers. The results of the study showed that among the various activities, the learners answered that reading books they wanted to read was the best, and making book trailers had effects such as reading effectiveness, creative assignments, learning Korean, satisfaction, pride, sense of accomplishment, and interest. The advantages of reading and discussion classes include a fun and autonomous atmosphere, developing reading habits and interests, improving Korean language skills, and acquiring other knowledge and abilities. The disadvantage is that the classes are difficult. If the difficulty level, time allocation, and small group composition methods for each activity are modified and supplemented, the reading classes will be even better.

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.

This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners’ L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups’ FLSC was found to be insignificant, though within group analyses indicated that ER affected the students’ FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students’ motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.

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.

Theoretical rationale and research evidence from L1, ESL and EFL supports the relationships between reading and writing as well as the advantages of encouraging students to read as much as possible to enhance their writing ability. This paper gives details of a 15 week reading experiment with a group of Thai EFL learners who were encouraged to read and, by the end, were then sub-divided for statistical analysis on the basis of their reading amounts. Designated ‘high’ and ‘low’ groups, this represented the volume of their exposure to comprehensible input. All subjects had their essay writing abilities measured every five weeks throughout the entire engagement with simplified reading books. Research results along with a discussion of the results provide theoretical as well as unique characteristics of lowability learners and reasons why their writing abilities did not improve despite additional reading involvement over the four months.

The study aimed to examine whether EFL extensive reading could lead to increased word knowledge of lower-level EFL Taiwanese learners. The participants were 45 lower-level proficiency English as a foreign language Taiwanese technological college freshmen. They read 30 English texts within a 15-week EFL extensive reading program. The data were collected through the vocabulary pre- and post-tests to measure learners’ incidental vocabulary learning gains in the 50 randomly selected target words achieved through the program. Results revealed that the significant vocabulary gains were achieved by the participants after the EFL extensive reading program, suggesting that the EFL extensive reading treatment had produced a beneficial effect on the incidental word learning gains of the participants with lower EFL competence. However, the improvement in word pick-up rate reached to a modest extent with at least 6% to at most 15% of the 50 measured words being moved from unknown to known and achieved mainly at the recognition level only. The possible factors which led the participants to achieve a significant advantage but at only a modest rate in the number of the target words recognized correctly were discussed. Also, some pedagogical implications for EFL vocabulary instruction in the Taiwanese educational context were provided.

Research supports extensive reading (ER), which draws on incidental learning, as a primary tool for second/foreign language vocabulary knowledge development. However, while it is deemed useful for vocabulary learning, the claim that ER on its own is sufficient for learners to experience significant lexical gains has been challenged. Instead, a more fitting measure appears to be a combination of incidental and intentional vocabulary learning, with ER followed by explicit vocabulary study. Given the issue of Malaysian tertiary students lacking English vocabulary knowledge, this quasi-experimental study implemented a method incorporating ER using graded readers and explicit vocabulary study (READ+) to observe its effectiveness for receptive and productive vocabulary knowledge development, as compared against another method (READ) in which only ER was utilised. The study was conducted in a Malaysian public university employing two groups of participants. Each group comprised 14 Malaysian undergraduates of the MUET Band 1 to Band 3 cohort undergoing a preparatory English language course at the university. Pre-, post- and delayed post-testings were carried out using the Vocabulary Knowledge Scale. Results from statistical analyses indicate that the READ+ group performed significantly better than the READ group for both receptive and productive vocabulary knowledge recall and retention.

Extensive reading activities are believed to be an effective way of increasing literacy and language development. Although previous work focused on the relation between extensive reading and overall linguistic competence and learner attitudes, the perspectives of language learners toward the post activities of extensive reading have not been adequately addressed. The study reported in this article was conducted to illuminate how English major and non English major students at a university in South Korea positioned themselves with regards to the follow-up extensive reading activities. Through a recursive analysis of interview data, survey, field notes, and student journal entries, the findings demonstrated that although a majority of students positioned themselves as tolerant and competent when they engaged in extensive reading activities, they positioned themselves as less capable in the required post-reading tasks. In light of the findings, implications for extensive reading activities and roles of teachers are discussed.

This study is the second part of a project on motivation for short in-class extensive reading (ER) and examined factors affecting the motivations using self-determination theory (SDT). Japanese university learners of English as a foreign language (N = 133) responded to a questionnaire designed to measure four hypothesized predictors of ER motivation (i.e., positive peer influences, perceived autonomy, competence, and relatedness) in the middle of an academic year, and five subtypes of SDT motivation for short in-class ER (i.e., intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation) at the end of the academic year. The results of a recursive path analysis showed that: 1) perceived autonomy had a positive impact on motivation, leading to higher intrinsic motivation and identified regulation, and lower amotivation, introjected regulation, and external regulation; 2) positive peer influences had a positive impact on more self-determined types of motivation (i.e., intrinsic motivation and identified regulation); 3) perceived competence was neither associated with amotivation nor more self-determined types of motivation; and 4) perceived relatedness held no relevance for any of the five subtypes of motivation. These findings indicate the importance of perceiving autonomy and peer engagement in ER in enhancing motivation for short inclass ER.

The purpose of this study is to research middle school students' reading problems and to suggest how to improve their reading competence through the use of the extensive reading. For this study, we proposed two research questions of study as below. First, what difference is there in English competence between experimental group and control group? Second, what difference is there in the English reading competence according to English proficiency? The experimental group had been taught through extensive reading for 10 weeks. The data needed for this study was obtained by the questionnaires with 25 questions about the English reading. The data analyzing method were t-test through statistics program SPSS 12.0. Based on the result of this study, extensive reading was effective in improving the students' reading competence. Studying English reading through extensive reading led the students to be present in classes with interests.

This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.

이 연구는 확장형 읽기와 자율적 협력학습(Co-op Co-op)을 통해 학문목적 한국어 학습자의 읽기 능력 향상을 위한 교수방안을 모색하는 데 그 목적이 있다. 현재 한국어 읽기 교육은 주로 집중적 읽기를 통해 어휘, 문법, 말하기, 쓰기 및 기타 언어 능력을 결합한 통합 수업이 중심이다. 그러나 학업 목적을 가진 학습자는 주어진 텍스트에 대한 이해와 분석, 그리고 그에 기반한 비판적이고 창의적인 사고의 표현이 요구된다. 이러한 목표를 위해 한국어 읽기 교육은 집중형 읽기와 확장형 읽기 사이에 보완적인 관계를 유지하고 목표 언어 및 의사소통 능력을 향상 시키며 정확성과 유창성을 추구해야 한다. 확장형 읽기를 통해 학습자는 스스로 읽고 싶은 것을 선택할 수 있고 가능한 한 많은 자료를 읽을 수 있다. 국내외 다수의 연구 결과에 따르면 제 2언어 교육에서 확장형 읽기교육이 학습자들의 어휘력, 독서 속도 및 이해력을 높이고 독서 태도에 긍정적인 변화를 가져다 준 것으로 나타났다. 이에 본 연구는 자율적 협력학습(Co-op Co-op)에 기반한 확장형 읽기 수업을 구안하였다. 자율적 협력학습의 전제는 학습자의 자율 참여와 의사 결정이다. 이를 위해 다양하고 흥미로운 주제를 먼저 선택하고, 읽기 활동을 위한 소그룹을 구성한 다음 특정 하위주제를 정한 후 확장형 읽기 수행을 위한 쉬운 읽기 자료를 선정한다. 소그룹의 읽기 활동 결과물은 전체 학생이 공유할 수 있도록 소그룹별로 발표를 진행한 후 상호평가를 기준으로 학업 성취도를 평가한다. 학습의 결과물을 전시함으로써 학습자들에게 읽기 학습의 성취감과 동기부여 효과도 거둘 수 있다.

The purpose of this study was to devise reading lesson plans by applying extensive reading and Co-op Co-op to help learners with an academic purpose improve their reading abilities in Korean. In current Korean education, reading education mainly offers integrated lessons combining vocabulary, grammar, speaking, writing, and other linguistic abilities through intensive reading. Learners with an academic purpose, however, seek after the understanding and analysis of given texts and the manifestation of critical and creative thinking based on them. Targeting them, reading education in Korean should embrace mutually supplementary relations between intensive and extensive reading, help them increase their knowledge about the target language and communication skills, and pursue the values of accuracy and fluency. Extensive reading allows learners to make a choice of what they want to read themselves and read as many materials as possible. Many researches demonstrated that extensive reading education in second language teaching increased the vocabulary, reading speed, and comprehension of learners and brought positive changes to their reading attitudes. The present study thus devised a stage of extensive reading lessons based on Co-op Co-op whose premises were autonomous participation and decision making of learners. The investigator first selected various interesting major topics for Co-op Co-op, formed small groups for reading activities, and then selected specific subtopics, which was followed by the choice of materials that were easy for learners to read and the implementation of extensive reading activities. After a presentation of each small group for the entire students to share the reading products, an assessment of academic achievements was performed based on mutual evaluation. The learning results were also put on display to motivate the learners to read. Going through those steps, the educational effects of extensive reading would increase further.

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.