Using Integrative Extended Reading: An Innovative Approach to Improve Reading Engagement among Multilingual Learners of English
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| Title: | Using Integrative Extended Reading: An Innovative Approach to Improve Reading Engagement among Multilingual Learners of English |
|---|---|
| Language: | English |
| Authors: | Adil Bentahar (ORCID |
| Source: | TESOL Journal. 2025 16(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Reading Instruction, Teaching Methods, Instructional Innovation, Instructional Effectiveness, Reading Motivation, Learner Engagement, Bilingual Students, Multilingualism, Second Language Learning, English (Second Language), Language Skills, Reading Writing Relationship, Reading Assignments, Writing Assignments, Language Proficiency |
| DOI: | 10.1002/tesj.70090 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Extended reading (ER) "is a teacher-directed variation of extensive reading," where students independently read authentic text outside class which is at or slightly above their proficiency levels outside class with weekly assessments. This form of reading can improve reading proficiency for less motivated students who may find it challenging to engage actively with traditional extensive reading activities. In my view, however, integrative extended reading (IER), where reading is presented through at least two language skills, is an appropriate and effective approach because it connects both in-class and outside-class reading with speaking and/or writing assignments in a scaffolded manner. Using this innovative approach, reading becomes the foundation for speaking and writing, which can pique MLEs' motivation and engagement, regardless of their English proficiency levels. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489608 |
| Database: | ERIC |
| Abstract: | Extended reading (ER) "is a teacher-directed variation of extensive reading," where students independently read authentic text outside class which is at or slightly above their proficiency levels outside class with weekly assessments. This form of reading can improve reading proficiency for less motivated students who may find it challenging to engage actively with traditional extensive reading activities. In my view, however, integrative extended reading (IER), where reading is presented through at least two language skills, is an appropriate and effective approach because it connects both in-class and outside-class reading with speaking and/or writing assignments in a scaffolded manner. Using this innovative approach, reading becomes the foundation for speaking and writing, which can pique MLEs' motivation and engagement, regardless of their English proficiency levels. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70090 |
