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extensive eading
54
Extensive Reading in the EFL Classroom: Benefits of a Face-to-Face
Collaboration Activity
Cheryl Kirchhoff
Nagano Prefectural College
ABSTRACT
Extensive reading is an approach to language education that has shown great promise for
foreign language learners to acquire language; however, implementation reveals difficulty in
maintaining student motivation to read over long periods of time. This study investigates students’
experience of face-to-face talk about books in an extensive reading class. Qualitative analysis of
survey results suggests that collaboration assists and stimulates extensive reading for Japanese
university students. Talking about the books can change extensive reading from being a solitary
act into one that meets students’ academic and social needs and may be the emergence of
intrinsic motivation to read. These findings suggest that collaboration tasks may be a
motivational strategy for extensive reading instructors and it also lends support to
socio-dynamic views of motivation (D?rnyei Ushioda, 2011).
INTRODUCTION
Extensive reading (ER) is an approach to language education that has shown great
promise for foreign language learners to acquire language (Elley Mangubhai, 1983; Day
Bamford, 1998; Krashen, 2011). Acknowledging that learners need to process very large
amounts of the target language, extensive reading uses reading material that learners can
understand independently and read at their own pace. Reading large amounts has been shown to
improve general reading ability, reading speed and reinforce understanding of vocabulary and
grammar along with exposing the learner to new vocabulary and usage (Tanaka Stapleton,
2007; Waring, 2006; Yamashita, 2008). Other advantages of extensive reading include improving
learners’ attitudes toward the target language, increasing confidence in using the target language,
and reducing fear of reading text (Karlin Romanko, 2010; Yamashita, 2013).
Despite many envi
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