Extensive reading for university efl learners: Its effects and both teachers' and learners' views

Abstract

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre-and post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts.