Enjoyment and challenges of advanced EFL learners in online extensive reading

Abstract

This study examined the impact of extensive reading (ER) on Foreign Language Enjoyment (FLE) among advanced-level Chinese EFL learners, the interplay between reading enjoyment and material difficulty, and the challenges and strategies related to online ER. The following research questions are addressed: (a) what are the effects of a semester-long ER program on learners’ FLE, (b) what are the bi-weekly patterns of reading enjoyment and their relationship with material difficulty, and (c) what are the challenges and coping strategies for online reading? 55 first-year English majors at a Chinese university participated in the study, engaging in ER through an adaptive online platform, ReadTheory,over 18 weeks. Data were collected through questionnaires, bi-weekly reading reports, and final reflections. The data analyses were quantitatively performed using SPSS and qualitatively conducted by thematic coding. Results revealed a significant increase in FLE. This study showed a significant negative correlation between bi-weekly reading enjoyment and perceived material difficulty. Despite this, learners faced challenges with specialized vocabulary, long and complex sentence structures, time management, driving force, and comprehension of quizzes. Participants employed diverse strategies to overcome these obstacles, including rereading, translating texts into their L1, using dictionaries, setting reading goals, and adopting time management techniques. These findings underscore the pedagogical value of integrating ER into language programs and highlight the necessity of balancing material difficulty to maintain learner motivation and enjoyment.