This practical action research examines the choice between using unabridged novels and graded readers in the context of an extensive reading project. The comparison mainly consists of data on word-count gains as recorded throughout two ten-week sessions with the same target group. For the comparison, thirty-five first year non-English-major Japanese university EFL students in a year-long communication class were assigned to read an unabridged novel through a ten-week period during the first semester of the school year. For another ten-week period during the second semester, the same group read graded readers in tandem with the M-Reader computer-assisted language learning program. The findings suggest that a change in pedagogy in favor of the method involving graded readers with the M-Reader program is the most beneficial choice for the course.
The purpose of this research was to explore the overall perceptions of EFL teachers at the PYP towards the use of graded readers in motivating Saudi EFL learners to go extensive reading. This area as the researcher thinks has not been given due investigation therefore, The literature reveals that literary texts including songs, poetry, short stories and plays could positively impact learners knowledge of English. However, this paper attempted to highlight using graded readers that are judiciously chosen and within learners experience in motivating them to read extensively or intensively. A total of twenty six male and female teachers at the PYP Najran University, Saudi Arabia participated in the study. They were given the chosen copies of graded readers to examine and form ideas about them. Also these teachers were strongly encouraged to do online reading to acquaint themselves with such readers.Data were collected by means of questionnaire to give answer to the two major questions: to what extent could SRs or GRs (the ones familiar to learners) motivate learners to go extensive reading? And are the teachers at PYP aware of GRs?The findings from the study showed that even the few who were not familiar with graded readers have become proponents of the approach once they had seen and read the copies. They also expressed a fondness for graded readers as source of motivation for young adults because of the simplified language and appealing themes that characterize such reading materials, hence the participants expressed willingness to urge upon their students to continue reading them. Teachers also recognized the linguistic benefits of extensive reading including vocabulary expansion, positive reading attitude, and a sense of accomplishment from reading extensively. The paper will also argue that many of the claims and criticisms raised against using literature are not supported by empirical research. I will assert, therefore, that grader readers within students experience are indispensable in our teaching scenario.
Extensive Reading (ER) plays an important role not only in developing general reading skills and improving reading comprehension, but also in raising learning motivation levels. Although part of all English proficiency tests, reading remains challenging for many Taiwanese students because they lack sound reading habits and have little recourse to practical reading programs that support ER. For this reason, the Extensive Reading Program includes two component projects to use at the university level: “The Unified Reader” and “Reading Passport.” The purpose of this study is to illustrate how to use this plan and how to compare teacher and student perspectives by taking classic reading activities as a practical approach to support teaching reading. The participants for this research were first- and second-year students in two- and four-year programs, either in English or non-English disciplines. A survey was conducted of the perspectives of teachers and students and data was gathered from more than 1000 respondents. To measure internal consistency, the study used SPSS statistical software. Moreover, various attitudes toward the Classic Reading Program among teachers and students were found. Results show that most participants were classic readers, and most teachers and first-year students prefer to include the reading passport as part of their regular reading classes. While non-English major seniors often lack confidence in extensive reading because of limited fluency and busy schedules, different ways to overcome these problems have been suggested. However, we recommend mixing reading activities with regular curricula, which bolsters confidence since many students feel they are learning something practical. By such means students cultivate sound reading habits and a lifelong love of reading.