An extensive reading program as an educational intervention in an EFL classroom

Date
2022-10-15
Authors
Iwata, Akira
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
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34
Number/Issue
2
Starting Page
208
Ending Page
231
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Abstract
This study aims to investigate the influence of an English as a foreign language college extensive reading program on different types of motivation to study English within the framework of Self-Determination Theory in order to identify and clarify students’ motivational changes. Identical questionnaires were administered to a group of non-English major learners before and after the program to identify changes in their general motivation, four motivational regulatory styles (intrinsic, identification, introjection, and external), and three psychological needs (autonomy, competence, and relatedness). Another questionnaire elicited students’ perceptions of their experience of the course. The questionnaire results indicate that extensive reading is effective in enhancing identification and intrinsic motivation to study English. The results of the other questionnaire are also discussed to provide a fuller understanding of the benefits of extensive reading and to assist practitioners who teach students of a wide age range.
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Keywords
extensive reading, self-determination theory, motivation, classroom practice, graded readers, teaching methodology, EFL
Citation
Iwata, A. (2022). An extensive reading program as an educational intervention in an EFL classroom. Reading in a Foreign Language, 34(2), 208–231. http://hdl.handle.net/10125/67423
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