Increasing reading self-efficacy and reading amount in EFL learners with word-targets
Date
2018-04
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
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30
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1
Starting Page
76
Ending Page
91
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Abstract
We compared three methods for increasing reading amount and reading self-efficacy among L2 learners. (1) We required a word-target group to read at least 2,500 words a week outside class. (2) We required a sustained silent reading (SSR) group to do (a) in class SSR for 15 minutes every week, and (b) to read one book per week. (3) We required a comparison group to read one book per week. In the post-treatment period, we required all participants to read one book per week outside class, and during the post-treatment, the word-target group read significantly more, relative to a previously established baseline. We argue that learners in the word-target group internalized extrinsic motivation from the word-targets, and this led them to do more free reading and increase their reading self-efficacy more than the other groups.
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additive reading, Sustained Silent Reading, reading targets, MReader, extensive reading
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