Browsing by Subject "Extensive reading"

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Extensive reading in a second language : literature review and pedagogical implications
(2014-12) Hong, Sunju; Horwitz, Elaine Kolker, 1950-
This Report explores the importance of including extensive reading (ER) program in English as a second language (ESL) or English as a foreign language (EFL) context. To find benefits and implications of L2 extensive reading, the Report reviews comprehensive literature on L2 extensive reading. Research has found that extensive reading enables L2 learners to achieve both cognitive and affective gains. Based on these findings, the report provides some pedagogical implications for an L2 program in ESL/EFL contexts. The suggestions include practical tips such as materials, useful ER activities, and a discussion of teacher roles in an extensive reading program.
Extensive reading in English and its practical applications to Korean secondary schools
(2009-12) Jung, Hye Jin; Horwitz, Elaine Kolker, 1950-; Worthy, Mary J.
Depicting the problems with teacher-centered English reading classes in Korea, this report proposes extensive reading as a possible means to address the issues related to intensive reading. Literature on extensive reading is reviewed to provide a rationale for including it in reading curriculum. Research has shown that extensive reading, with its focus on reading large amounts of self-selected, easy and interesting materials, offers a wide range of learning benefits to second language learners. Based on research findings, this report presents some pedagogical suggestions for the implementation of extensive reading in Korean secondary schools by exploring practical issues, including materials, teacher roles, activities, and assessment in an extensive reading program.
Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language
(2016-08) Abe, Kana; Garza, Thomas J.; Schallert, Diane L; Horwitz, Elaine K; Liu, Min; Worthy, Mary J
Little is known about foreign language learners who teach themselves without help from educational institutions. Particularly, less commonly taught languages pose unique challenges to self-learn. For instance, Japanese is especially difficult for English- speaking self-directed learners due to the strict copyright law, which makes it difficult to access learning materials, and orthographical differences between English and Japanese. This dissertation study therefore explores how learners of Japanese as a foreign language approach their learning in self-directed learning settings and how reading and technology in particular play roles in their learning. Additionally, this study examines the applicability of extensive reading materials in these learners’ learning situations. With a case-study method, five participants (four women and one man) participated in this study. These participants had various backgrounds, including different proficiency levels and diverse reasons for learning Japanese. Per participant, an initial online survey, two interviews, two observations with the think-aloud protocol, diary entries, and an analysis of learning materials were used for data analysis. Results indicated that these participants approached their self-directed learning in various ways. Technology played an important role for these learners mainly in order to access information (e.g., looking up meanings of words, cultural information). In contrast, although these participants mostly admitted the importance of reading in learning Japanese, only one of the participants actively read Japanese for learning. As expected, most participants claimed that the difficulty of kanji (a Japanese writing system using Chinese characters) is the main reason that of Japanese reading is so challenging. During the reading project time, the participants were highly motivated to read the materials that they received. However, there were a few motivational fluctuations throughout the reading project, and their motivation did not often correspond to the actual amount of reading. Overall, the participants’ experiences with the extensive reading materials were positive. Upon completing the reading projects, the participants expressed the potentiality of using these materials for their self-directed learning. Yet, they also addressed several concerns and challenges of the materials themselves, including lack of texts that readers are interested in reading, small furigana (i.e., pronunciation guides for kanji), and vertical reading.
Scaffolding extensive reading in the beginning adult education ESL classroom
(2011-05) Meredith, Nancy Grona; Pulido, Diana C.; Horwitz, Elaine K.
Research has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997; Renandya, Rajan, & Jacobs, 1999). However, additional support beyond traditional extensive reading practices may be needed for very low proficiency learners. This report reviews research on implementing an extensive reading program for beginning level adult-education English language learners. It presents arguments for supporting extensive reading through shared reading, including read-alouds, use of children’s literature, and strategy modeling techniques. It also discusses the benefits of student-generated texts for boosting vocabulary and comprehension skills. The report concludes with pedagogical implications for including a strong reading component in the adult education ESL curriculum and suggestions for evaluating the strength and utility of such a program.