Research on the Effects of Whole English Book Reading in ELT for Developing Learners’ Reading and Autonomous Learning Ability

Abstract

In Chinese higher education, English courses aim to enhance language skills while cultivating learners’ personality, cultural awareness, and autonomous learning abilities. However, current English reading instruction often results in passive learning. Whole English Book Reading (WEBR), guided by Project-based Learning (PBL), addresses this by promoting comprehensive reading, teacher support, and exploration of main ideas and author intentions. This study uses experimental methods, including tests and questionnaires, with 123 participants to examine the impact of WEBR. The research aims to: 1) Determine if WEBR improves students’ English reading ability and, if so, to what extent; 2) Assess whether WEBR enhances students’ autonomous learning ability and the nature of this effect. Findings show significant improvements in reading skills and autonomous learning, highlighting WEBR’s effectiveness in advancing both areas. The significance of this research lies in its potential to refine instructional reading practices by demonstrating the benefits of integrating WEBR based on PBL. Limitations such as the study’s brief duration and small sample size suggest directions for future research.