Online extensive reading: Japanese EFL university students’ attitudes, perceptions, and outcomes

Abstract

During the COVID-19 pandemic, an exploratory mixed-methods study was conducted on the reading attitudes, perceptions, and outcomes of 50 first-year Japanese EFL university students participating in an online extensive reading (ER) enhanced curriculum using Xreading in order to better understand its affective and cognitive effects. Quantitative data was collected using an adapted version of Yamashita’s (2013) Reading Attitudes Inventory and the Extensive Reading Foundation Online Self-Placement Test (ERFOSPT). Qualitative data was gathered using open-ended surveys and converged on the constructs of the inventory where statistical changes were observed. Other qualitative data was collected about Xreading using an ER perceptions survey to assess students’ views of participating in online ER. Results from this study illustrate that students’ feelings about ER and their perceptions of reading online were generally positive. Furthermore, students’ ERFOSPT levels increased, suggesting online ER is a suitable approach in the context of this study.