Balance ER implementation with teacher observation and access to materials, avoiding the view that ER is always superior¶

Strategy · All strategies
Evidence · 2 claims (2 mixed) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article draws two pedagogical cautions from its findings and the literature. First, teachers should improve students' access to L2 reading materials: "Establishing a good library system for ER programs is a responsibility of teachers," ideally with many easily accessible books on a wide range of topics at various difficulty levels. Second, teachers "should not take the extreme view that the ER approach is always superior in cultivating positive feelings towards reading"; careful observation of students promotes the best choice of methods, including eclectic ones.

Design Implications¶

Context¶

Requirements¶

• Teachers must maintain a well-stocked, accessible library of level-appropriate L2 books and observe students carefully to select suitable methods

Constraints¶

• The article notes positive attitudes do not always foster increased reading, citing students who read little despite positive attitudes because of lack of time, access, and knowledge of what to read

Target Learners¶

• L2/EFL learners in classroom reading programs

Target Learning Goals¶

• Sustained engagement in L2 reading and positive reading attitudes

Affordances¶

• Day Bamford L2 Reading Attitude Models

Claims¶

• The effect of extensive reading on reading attitude varied by attitude component, shown by a significant time × attitude interaction (ηp² = .168) [~M]
• Extensive reading produced no measurable change in the perceived Practical Value of foreign-language reading (r = .09) [~M]

Related Strategies¶

Examples¶

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Key Sources¶

• Junko Yamashita. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2). http://nflrc.hawaii.edu/rfl