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INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING.

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Title: INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING.
Authors: Tanaka, Hiroya1 higoezo@ybb.ne.jp, Stapleton, Paul2 paulstapleton@gmail.com
Source: Reading Matrix: An International Online Journal. Apr2007, Vol. 7 Issue 1, p115-131. 17p. 2 Color Photographs, 1 Black and White Photograph, 4 Charts.
Subject Terms: *Reading, *Literacy programs, *English as a foreign language, *High school students, *Student activities
Geographic Terms: Japan
Abstract: A lack of reading quantity in EFL (English as a Foreign Language) classrooms has remained one of the most serious problems faced by teachers of English in Japan. Although the extensive reading (ER) approach is regarded as having significant potential in addressing this problem, it is not used in many EFL classrooms. This study investigates the effect of a quasi-extensive reading program on Japanese high school EFL learners' reading comprehension, reading speed, and their perceptions of the program. The participants in the treatment group were 96 high school students who engaged in a reading activity with teacher-made materials for the first five to ten minutes of class for approximately five months. Some of these students also read graded readers outside of class. Progress in reading comprehension and speed was measured against a parallel control group that received no treatment in a pre- and post-test format. Results revealed that the treatment group, especially those who read graded readers, scored significantly higher in reading speed and comprehension than the control group. The findings suggest that Japanese high schools and more broadly, English teachers in input-poor EFL settings should increase reading input within the students' linguistic levels both inside and outside of the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com 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.)
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  Data: INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Matrix%3A+An+International+Online+Journal%22">Reading Matrix: An International Online Journal</searchLink>. Apr2007, Vol. 7 Issue 1, p115-131. 17p. 2 Color Photographs, 1 Black and White Photograph, 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+activities%22">Student activities</searchLink>
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  Data: A lack of reading quantity in EFL (English as a Foreign Language) classrooms has remained one of the most serious problems faced by teachers of English in Japan. Although the extensive reading (ER) approach is regarded as having significant potential in addressing this problem, it is not used in many EFL classrooms. This study investigates the effect of a quasi-extensive reading program on Japanese high school EFL learners' reading comprehension, reading speed, and their perceptions of the program. The participants in the treatment group were 96 high school students who engaged in a reading activity with teacher-made materials for the first five to ten minutes of class for approximately five months. Some of these students also read graded readers outside of class. Progress in reading comprehension and speed was measured against a parallel control group that received no treatment in a pre- and post-test format. Results revealed that the treatment group, especially those who read graded readers, scored significantly higher in reading speed and comprehension than the control group. The findings suggest that Japanese high schools and more broadly, English teachers in input-poor EFL settings should increase reading input within the students' linguistic levels both inside and outside of the classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com 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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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 115
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        Type: general
      – SubjectFull: Literacy programs
        Type: general
      – SubjectFull: English as a foreign language
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      – SubjectFull: High school students
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      – SubjectFull: Student activities
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      – SubjectFull: Japan
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    Titles:
      – TitleFull: INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING.
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              Text: Apr2007
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              Y: 2007
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