Exploring EFL Teachers' Implementation of Extensive Reading in Undergraduate Foundation English Courses
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| Title: | Exploring EFL Teachers' Implementation of Extensive Reading in Undergraduate Foundation English Courses |
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| Language: | English |
| Authors: | Mintra Puripunyavanich (ORCID |
| Source: | TESL-EJ. 2025 29(1). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, College Students, English (Second Language), Second Language Instruction, Nonmajors, Teaching Methods, Reading Assignments, Teaching Experience, Language Skills, Reading Skills, Reading Material Selection, Correlation, Student Evaluation |
| Geographic Terms: | Thailand |
| ISSN: | 1072-4303 |
| Abstract: | This study explores how Thai university teachers integrate extensive reading (ER) into foundation English courses for non-English majors. 63 participants completed an online questionnaire and eight respondents joined semi-structured Zoom interviews. Questionnaire respondents were categorized into Groups A (less experienced with ER) and B (more experienced). The results revealed no significant differences in their perceptions of ER implementation aims; however, strong correlations were found among some sets of aims. Both groups exhibited similar ER practices, typically making ER mandatory, combining paper-based and online materials, and relying on free resources. However, qualitative data highlighted financial constraints, with students often purchasing their own reading materials. Reported reading volumes ranged from 2,000 to 24,000 words per semester, generally too low to be considered as "extensive reading." Additionally, most participants assessed reading and incorporated post-ER activities, yet both groups commonly used intensive reading materials, suggesting potentially inappropriate material usage for ER. These findings emphasize the need for teacher training on what ER entails, recommended word counts, and materials selection to enhance the quality of their ER practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477828 |
| Database: | ERIC |
| Abstract: | This study explores how Thai university teachers integrate extensive reading (ER) into foundation English courses for non-English majors. 63 participants completed an online questionnaire and eight respondents joined semi-structured Zoom interviews. Questionnaire respondents were categorized into Groups A (less experienced with ER) and B (more experienced). The results revealed no significant differences in their perceptions of ER implementation aims; however, strong correlations were found among some sets of aims. Both groups exhibited similar ER practices, typically making ER mandatory, combining paper-based and online materials, and relying on free resources. However, qualitative data highlighted financial constraints, with students often purchasing their own reading materials. Reported reading volumes ranged from 2,000 to 24,000 words per semester, generally too low to be considered as "extensive reading." Additionally, most participants assessed reading and incorporated post-ER activities, yet both groups commonly used intensive reading materials, suggesting potentially inappropriate material usage for ER. These findings emphasize the need for teacher training on what ER entails, recommended word counts, and materials selection to enhance the quality of their ER practice. |
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| ISSN: | 1072-4303 |
