| Summary: | 碩士 === 國立交通大學 === 英語教學研究所 === 106 === Extensive reading has been found to benefit the development of many aspects of second language learner’s abilities. The current study has continued that aim by examining extensive reading on reading ability, reading attitude, reading strategies, and the reading process. A quantitative approach was used to examine the relationship between the variables. Twenty-three high school freshmen with a mean age of 14.30 years old, eleven male and twelve female, were Mandarin-Chinese L1 speakers. The study was conducted at an international school in northern Taiwan, where English was the medium of instruction in all subjects. The extensive reading program lasted for 13 weeks. One week before the start of the program, participants completed a background questionnaire, a reading comprehension pre-test (TOEFL Junior), a reading speed pre-test, a reading attitude questionnaire pre-test, a reading strategy pre-test, and a reading plan. During the 13-week extensive reading program, students completed weekly self-report reading surveys on graded reader books. The participants were given a choice to choose the number of graded readers, from 10 to 30 books, based on their desired grade for the course. After the 13-week treatment period, students completed a reading comprehension post-test (TOEFL Junior), a reading speed post-test, a reading attitude questionnaire post-test, and a reading strategy post-test. The data for all of the questionnaires, tests, and surveys were collected using Google Forms. The data was analyzed by using paired-sample t-tests and Pearson correlation coefficient. The findings revealed that extensive reading increased students’ reading comprehension and reading speed, and had a positive effect on reading attitude. However, reading strategies were not significant. Also, the results revealed that the students began the extensive reading program with very ambitious plans to consume a lot of graded reader books; however, during the program, the students ended up reading the minimum amount of graded reader books to receive a passing grade for the class. Moreover, the students’ reading habits suggest that teachers should provide assitance in developing students’ autonomous learning. For example, teachers could take a more proactive approach on teaching metacognitve strategies and guiding learners how to monitor their reading process and what steps could be taken to help reach their reading goals to become autonomous learners. The results of the present study contribute to the understanding that learners’ reading process should be monitored and evaluated to help develop autonomous learning. Suggestions for future research and pedagogy are explained in detail.
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