The Effect of Extensive Reading on Sixth Graders’ English Reading Comprehension, Vocabulary Learning and Reading Attitudes

• Main Authors: Xiao-ping Chuang, 莊筱屏
• Other Authors: Hsiu-hsiu Yang
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/85417045121557204473

碩士 === 國立屏東教育大學 === 英語學系 === 96 === This study is to investigate the effect of extensive reading (ER) on EFL elementary school students’ reading comprehension and vocabulary learning. Furthermore, the effect of ER on students’ attitudes toward reading English picture-books and the ER program are also examined. Previous studies on ER paid little attention to language learners’ vocabulary learning, and no study has been done in elementary schools in Taiwan. Thus, this study was conducted to examine elementary school students’ vocabulary learning through reading extensively. Fifty-four sixth graders in Fu Don elementary school were recruited and divided into the groups of three proficiency levels (high, intermediate and low). Graded readers were used to meet language learners’ needs and language proficiency, and the researcher selected three sets of English picture-books for the subjects of three proficiency levels. The subjects received reading instructions three times a week in a three-month reading program. They read the GRs, discussed in groups, wrote reading journals, and reported on what they wrote. Each subject read at least 20 English books in this study. Before the experiment, the subjects had the pretests, and after the experiment, the posttests, on reading comprehension, vocabulary knowledge and questionnaires as well. The data collected were analyzed quantitatively and the interview data were used to help interpret the findings. The results reveal that subjects’ reading abilities were not improved significantly, but their vocabulary learning was enhanced, especially of the intermediate-proficiency group. Subjects’ reading attitudes were prompted, especially of their reading affections. Among the three groups, the group of low-proficiency level improved the most in their reading attitudes while the group of high-proficiency level decreased in their reading beliefs and the group of intermediate-proficiency level decreased in their reading behaviors. In addition, subjects had cultivated some forms of reading habits and developed their learning motivation after reading English picture-books. Subjects had positive attitudes toward the ER program. This study also provides suggestions for researchers and teachers to conduct an ER program in elementary schools to help students improve their English learning. The teachers and researchers should provide learners with English books of their interest, ages, and language proficiency. Easy reading materials are recommended in cultivating students’ language proficiency. For learners to comprehend better, they should be taught with reading strategies. Students’ language proficiency levels deserve much concern in designing the ER program.