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ERIC Number: EJ923375
Record Type: Journal
Publication Date: 2009-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1533-242X
Extensive Reading: Students' Performance and Perception
Fernandez de Morgado, Nelly
Reading Matrix: An International Online Journal, v9 n1 p31-43 Apr 2009
Reading is thought to be a crucial skill in the EFL learning process, and Extensive Reading a very useful strategy. However, very few teachers implement it on a regular basis. The process of introducing Extensive Reading (ER) is considered far too expensive, complicated, and time-consuming. One way to encourage its use would be to more deeply understand the multiple factors influencing its successful implementation. This paper considers two of these factors, one related to effectiveness and the other to attitude. On the one hand, it examines Extensive Reading's influence on the student's reading comprehension performance. On the other, it explores the student's perception of this particular strategy. The study uses quantitative as well as qualitative data from students in the first year of a scientific reading course in a Venezuelan university. Findings suggest that reading comprehension performance was essentially the same with or without an Extensive Reading Program. Nonetheless, the program did seem to positively impact participating students. The ER Group did significantly better in the post-test than in the pre-test. Furthermore, the students' perception of Extensive Reading was very positive. Besides being enjoyable, they felt it helped them build vocabulary, reading comprehension, reading skills and confidence. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Venezuela