Classroom-based extensive reading
A review of recent research
Bibliographic Data
| ID | 14661372 |
|---|---|
| Authors | Thomas N Robb (0000-0002-6511-0951, Kyoto Sangyo University, corresponding author), Doreen Ewert (0000-0002-8341-2179, LCC International University) |
| Year | 2024 |
| Volume | 57 |
| Issue | 3 |
| Pages | 295-324 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0261444823000319 |
| OpenAlex | W4391607116 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
This survey of recent research on extensive reading (ER) for language learners focuses on ER in the classroom. While early adopters of ER imagined the quick emergence of an intrinsically motivated independent reader, the reality of much classroom-based language learning is that without considerable teacher guidance and supportive transitional activities, students are not likely to reach self-motivated independent ER either in or out of the classroom. Many of the studies included here, mostly non-experimental and classroom-based, reflect this reality. These studies confirm previous research on the general efficacy of ER in promoting motivation, vocabulary, and fluency development, but they also provide evidence for a variety of ways to support reluctant and grade-focused students who are only willing to engage with the target language in the classroom. This review also considers the many impediments that restrict the implementation of ER with language learners in school contexts. Separate sections discuss ER motivation and attitudes, ER and vocabulary, the effects of ER on reading fluency, as well as speculation on the relationship between “time on task” and progress in the various reading subskills. Each major section concludes with a table summarizing the research that has been discussed and suggestions for future investigation
Extensive reading · Fluency · Language acquisition · Linguistics · Mathematics education · Pedagogy · Vocabulary · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Cognitive Bases of Second Language Fluency
Practice in a Second Language
Second language vocabulary learning through extensive reading with audio support
Toward a theory of automatic information processing in reading
Extensive Reading in the Second Language Classroom
Vocabulary Input through Extensive Reading
Design of a learning dashboard to enhance reading outcomes and self-directed learning behaviors in out-of-class extensive reading
Battling With Books
How Does Mode of Input Affect the Incidental Learning of Collocations
Demystifying the Effect of Narrow Reading on EFL Learners’ Vocabulary Recall and Retention
The effectiveness and efficiency of extensive reading at developing reading rates
Developing a sensitive but generalizable measurement of vocabulary gains from self-selected extensive reading
Is Text Written for Children Useful for L2 Extensive Reading
Extensive Reading Quizzes and Reading Attitudes
The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition
Developmental, Component-Based Model of Reading Fluency
Graded Readers
Essentials of a Theory of Language Cognition
The Effect of Pleasure Reading on Japanese University EFL Learners' Reading Rates
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |