Online Extensive Reading for Advanced Foreign Language Learners
An Evaluation Study
Bibliographic Data
| ID | 8939303 |
|---|---|
| Authors | Nike Arnold (Portland State University, corresponding author) |
| Year | 2009 |
| Volume | 42 |
| Issue | 2 |
| Pages | 340-366 |
| Publication date | 2009-05-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2009.01024.x |
| OpenAlex | W2042187488 |
| Language | EN |
| Citations received | 9 |
| References cited | 20 |
The following article reports the findings of a qualitative evaluation of an online extensive reading program in German as a foreign language. Designed for advanced learners, it differs from traditional extensive reading programs in two important aspects: students read online instead of printed materials, and there was no teacher preselection to ensure that learners were reading at the i minus 1 level. Data from reflections and questionnaires indicate that learners experienced a variety of affective and linguistic benefits. Interestingly, some learners purposely sought out more difficult texts to challenge themselves. While this violates a key principle of extensive reading, it is indicative of learners' growing motivation and self‐confidence. There is also evidence that they developed into skilled second language readers, making conscious decisions about reading strategy and dictionary use
Extensive reading · Foreign language · German · Key (lock · Linguistics · Mathematics education · Reading (process · Variety (cybernetics · Artificial Intelligence · Computer Science · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Less Is More
An Implementation of Online Extensive Reading to Improve Reading Comprehension of Social Work Students
The dual-process perspective and the benefits of retrieval practice in younger and older adults
Analysis of self-directed learning ability, reading outcomes, and personalized planning behavior for self-directed extensive reading
Digital reading in a second or foreign language
Goal-oriented active learning (Goal) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading
Transitivity, paradigmatic choices, and thought presentation
Clil
Children's Reading Comprehension and Motivation on Screen Versus on Paper
Research on Teaching Reading
Extensive Reading in the Second Language Classroom
Voices from the classroom
Extensive reading in English as a foreign language
Teaching and Researching Reading
The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level
From Reader to Reading Teacher
Process and Product in ESL Program Evaluation
Facilitating and Inhibiting Factors in English as a Foreign Language Writing Performance
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,82 |
| Citation span | 2015 - 2023 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |