Improving 9th Grade EFL Students’ Reading Speed Through an Enhanced Extensive Reading Methodology

Abstract

Several in-depth and experimental research have been carried out on the positive results of extensive reading (ER) over the past several years in the areas of ESL/EFL. However, several of the studies include limitations that raise doubts about the claimed positive outcomes. The current study adds to the small amount of well-regulated research by examining the influence of an enhanced ER program on the reading speed of 9th grade EFL learners. The research design included two classes (n = 70): The control group (CG) met for 120 min each week and received instruction, including intensive reading, grammar translation, vocabulary memorizing, whereas the treatment group (TG) received 105 min of the same instruction and 15 min of ER. The analysis uncovered that the TG made statistically significant gains in their reading speed, while the CG did not. Three measurements of effect size also indicate high levels of effect for the TG.