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A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners.

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Title: A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners.
Authors: Park, A. Young1 sonnik@hanmail.net
Source: Studies in Second Language Learning & Teaching. Jun2020, Vol. 10 Issue 2, p337-358. 22p.
Subject Terms: *English as a foreign language, *Intensive reading, *Books & reading
Abstract: Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners' attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners' reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants' proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants' reading attitudes in comparison with the IR approach. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Second Language Learning & Teaching is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners.
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  Data: <searchLink fieldCode="AR" term="%22Park%2C+A%2E+Young%22">Park, A. Young</searchLink><relatesTo>1</relatesTo><i> sonnik@hanmail.net</i>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Second+Language+Learning+%26+Teaching%22">Studies in Second Language Learning & Teaching</searchLink>. Jun2020, Vol. 10 Issue 2, p337-358. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Intensive+reading%22">Intensive reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Books+%26+reading%22">Books & reading</searchLink>
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  Data: Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners' attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners' reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants' proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants' reading attitudes in comparison with the IR approach. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Studies in Second Language Learning & Teaching is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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