Increasing reading self-efficacy and reading amount in EFL learners with word-targets McLean, Stuart Poulshock, Joseph 2020-05-22T02:27:30Z 2020-05-22T02:27:30Z 2018-04
dc.description.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.
dc.identifier.doi 10125/66739
dc.identifier.issn 1539-0578
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject additive reading
dc.subject Sustained Silent Reading
dc.subject reading targets
dc.subject MReader
dc.subject extensive reading
dc.title Increasing reading self-efficacy and reading amount in EFL learners with word-targets
dc.type Article
dc.type.dcmi Text
local.rfl.topic Extensive Reading
prism.endingpage 91
prism.number 1
prism.startingpage 76
prism.volume 30
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