Extensive reading: An empirical study of its effects on EFL Thai students’ reading comprehension, reading fluency and attitudes

Tamrackitkun, K

Abstract

This study investigated reading comprehension, reading fluency and
attitudes of students after exposure to extensive reading (ER), an approach to
teaching and learning foreign languages without using a dictionary or focusing on
grammar, but aiming to get learners to read extensively by choosing books on
their own, for general comprehension, good reading habits and enjoyment (Day
and Bamford 1998; Prowse 1999). It was conducted in the Thai context with
English as foreign language (EFL) students at Rajamangala University of
Technology Thanyaburi (RMUTT) in Thailand during a period of four months,
one academic semester. The teaching procedure conformed to the principles of ER
with a wide-ranging selection of graded reader books.
Multiple measurements used to assess comprehension with three narrative
texts were written recall protocol, and translation tests; multiple choice questions
with twelve texts in timed reading to assess reading fluency; and a survey
questionnaire as well as an in-depth interview to gather data on attitudes towards
extensive reading. The study employed a double-control pre- and post-test
(Solomon) design: two experimental groups (N = 52 and 50) and four control
groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to
separate out the effects caused by using the same instruments.
The findings suggest positive effects of ER on the learners’ reading
comprehension and provide conclusive evidence of reading fluency improvement
together with a positive attitude towards ER. The study also revealed that credit or
score is a key factor to encourage students to read and they preferred reading in a
controlled situation in class including taking the tests of timed reading. The thesis
discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that
in order to maximize the benefits of ER, an adjustment of procedures is essential
prior to the integration with language courses in the Thai and other similar
contexts.

Citation

Tamrackitkun, K. Extensive reading: An empirical study of its effects on EFL Thai students’ reading comprehension, reading fluency and attitudes. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Nov 25, 2010
• Publicly Available Date: Nov 25, 2010
• Award Date: Apr 1, 2010