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Key points
1. Improving Reading Comprehension through Extensive Reading: the case of WCU
2nd year English Majoring students.
● Problems:
● What effect extensive reading strategy has on reading comprehension
of English majoring students?
● Which reading strategy learners use frequently so as to improve their
reading comprehension? Extensive or intensive?
● Methodology:
● Subject: 38 students of Wachemo University, specifically; second year
learners who were learning English as a major subject.
● Data collection methods: Questionnaire and data collected.
● Data analysis methods: Was analyzed by using SPSS, was also
analyzed and interpreted quantitatively.
● Results:
● Conclusion: It is possible to deduce that extensive reading has a great
positive effect on students’ reading comprehension, and intensive
reading strategy is most frequently used by the learners.
● Implication: In my opinion, based on the findings of this study, I
suggest continuing to apply extensive reading if it can have a positive
impact on students.

2. The Effect of an Extensive Reading Program on the Writing Performance of Saudi

EFL University Students.
● Problems:
● Therefore, the need arises to investigate this problem (the EFL
students' in ability to write effectively).
● Methodology:
● Subject: 48 students were randomly assigned into experimental and
control groups of 24 students each, all Saudi EFL university male
students at King Saud University in the first semester of the academic
year 2013-2014.
● Data collection methods: Data of the study were collected within two
months period via a pre-posttest design for equivalent groups.
● Data analysis methods: The control group was taught by the regular
teacher with the direct administration of the researchers, however, the
experiment group was taught by the researchers.
● Results:
● Conclusion: Results showed that the experiment group outperformed
the control group on the measure. This indicated that the extensive
 reading program may have a significant positive effect on learners'
writing performance.
● Implication: In my opinion, based on the results of this research, that
by reading we can write something. the teacher should play a role in
the university to provide support for students to read and then the
reading is poured in the form of writing and new works.

3. Extensive Reading on Postgraduate Students' Perceptions and Its Effects on Reading

Comprehension.
● Problems:
● What are students' perceptions of ER at the master level?
● How does ER improve reading comprehension at the master level?
● Methodology:
● Subject: 36/40 Master Candidates at a Vietnamese University.
● Data collection methods: Questionnaire and semi-structured interview.
● Data analysis methods: Descriptive statistics ( questionnaire); direct
quotations from the interviews.
● Results:
● Conclusion: Most of the participants believed that ER would be a great
tool for participating in the learning process generally and in reading
comprehension specifically (Khalid, 2015). On the other hand, students
gain much improvement in reading competence and sub-benefits
related such as predicting, summarizing, sequencing a passage, faster
reading, and distinguishing between two texts.
● Implications : Based on the findings of this study, the researcher
suggests applying ER to learning and teaching in universities.

4. Effects of extensive reading on EFL learners’ reading comprehension and attitudes.

● Problems:
● Does extensive reading affect learners’ reading comprehension?
● What are the learners’ attitudes toward reading?
● What are the learners’ attitudes toward the extensive reading
programme?
● Methodology:
● Subject: Hence, 92 eighth graders were selected from two intact
sections, and the learners were assigned in an experimental and a
control group. The experimental group consisted of 46 students, with
19 males and 27 females, while the control group included 46 students,
with 22 males and 24 females. Students’ average age was about 14.5.
● Data collection methods: This study employed a quasi-experimental
pre-test-post-test design.
● Data analysis methods: The collected data were analyzed through t-
tests, independent and paired samples, to compare the inter-group and
intra-group differences and descriptive statistics via the Statistical
Package for Social Sciences (SPSS) version 20.0 for Windows. The
 independent sample t-test and the paired sample t-test were used to
analyze the inter-group and intra-group comparisons respectively.
● Results:
● Conclusion: Appears to have a positive influence on students’ reading
ability and attitudes toward reading, However, the results of this study
indicated that simply giving learners the freedom to choose books to
read was inadequate to make such an influence. In contrast, when
motivating activities and more time for reading were used, there was
an improvement in students’ reading comprehension, and their
attitudes toward reading were positive.
● Implication: In my opinion, Based on this research, that simply giving
freedom to students to choose books to read is not enough to motivate
students. teachers should be able to provide other techniques such as
reading techniques required every day for at least 15 minutes there
must be student reading to motivate students to read.

5. Developing reading fluency in EFL: How assisted repeated reading and extensive
reading affect fluency development.
● Problems:
● Is RR effective in developing fluency in beginning-level FL readers?
● Is RR as effective as ER to develop reading fluency of beginning level
FL readers?
● Is RR as effective as ER to improve comprehension of beginning-level
FL readers?
● How do beginning-level FL readers perceive the effectiveness of each
method?
● Methodology
● Subjects: The participants were drawn from a class of 29 Japanese
students who were learning English as a foreign language at a
university near Tokyo. Twenty students volunteered to participate in
this study; five of them were males and fifteen were females.
● Data collection methods: Pretest and posttest, questionnaire.
● Data analysis methods: This project was conducted for 17 weeks from
the middle of May to the end of November, 2001. About one-third to
half of each regularly scheduled English class was spent on the project
for both RR and ER groups.
● Results:
● Conclusion: The results of the present study show that RR is as
promising a method as ER for enhancing second and foreign language
readers' fluency. The RR group steadily and consistently enhanced
their initial silent reading rate of new passages over the entire
treatment course. Participants' responses to the questionnaire suggest
that RR facilitates fluent reading by providing FL/L2 readers with a
unique form of scaffolding: the use of repetition and an auditory model
of reading. Thus, RR has potential to rival and strongly facilitate ER as
a means of fluency building, and allowing FL/L2 learners to become
 independent readers.
● Implication: As learners become able to read faster, they come to enjoy
reading. If they can enjoy reading, their access to language input will
increase dramatically, which will further promote their language
development.

6. Effects of Extensive Reading on Students’ Perceptions of Reading Ability and Use of

Reading Strategies.
● Problems:
● What are the effects of extensive reading on students’ perceptions of
their reading ability and their use of strategies?
● Methodology:
● Subjects: This study was done with six undergraduate students
majoring in Computer Science at Saigon Institute of Information
Technology in Saigon, Vietnam, during seven weeks from October to
December, 2004.
● Data collection methods: Pre- and post-questionnaires, pre- and post-
interviews, and reading reflection reports.
● Data analysis methods: The data from the questionnaires and
interviews were analyzed to find out possible changes in the subjects’
perceptions of their reading ability and the reading strategies they
reported using, which were grouped under the categories
metacognitive, cognitive and social-affective (O’Malley & Chamot
1990, Oxford 1990).
● Results:
● Conclusion: The results of this study reveal that extensive reading gave
the subjects a positive change in their perception of their reading
ability. After reading extensively for seven weeks, the subjects
reported positive attitudes towards reading and increased motivation.
● Implication: The subjects’ experience of reading extensively for this
seven-week study might have raised their awareness of strategy use,
helped them manage their reading process and, in so doing, enhanced
their autonomy in extensive reading.

7. Extensive reading definitions, effectiveness, and issues concerning practice in the

EFL classroom: Japanese teacher trainees’ perceptions.
● Problems:
● How do teacher trainees define ER? Do their definitions vary among
themselves?
● To what extent and how do they perceive ER to be effective in
developing learners’ language ability (reading, writing, listening,
speaking, grammar, and vocabulary) and motivation?
● What do they consider as ER challenges to implementing ER in
Japanese school contexts? Do they have any concerns about ER?
● Methodology:
● Subject: The participants in this study were one undergraduate and 33
 graduate students (males = 16; females = 18), all of whom were taking
teacher training courses at seven universities in Japan to earn EFL
teaching licenses upon graduation at the time of study participation.
● Data collection methods: Questionnaire
● Data analysis methods: All questionnaire responses were computer
coded. SPSS ver. 25 was used for calculating descriptive statistics on
participant responses to the multiple-choice items.
● Results:
● Conclusion: Results revealed that 1) some participants’ ER definitions
differed among themselves as well as from those proposed in previous
research; 2) while most of the participants agreed with ER
effectiveness in developing reading and writing proficiencies, a
majority of them did not consider ER as beneficial to developing
listening and speaking proficiencies; and 3) the participants had some
concerns on future ER practice including how to implement ER.
● Implication: From the conclusions above, it shows that the participants
may become teachers while holding some misconceptions of ER and
its practice, and indicate the necessity of future research on ER
challenges at the stage of teacher training.

8. Extensive reading in an EFL classroom: Impact and learners’ perceptions.

● Problems:
● Does ER increase Jordanian EFL learners’ reading fluency?
● Does ER increase Jordanian EFL learners’ vocabulary knowledge?
● How do Jordanian EFL learners perceive the impact of ER on their
reading fluency and vocabulary knowledge?
● Methodology:
● Subject: 10 Jordanian EFL learners, seven females and three males at a
private language centre in Amman, Jordan.
● Data collection methods: Pre-test, post- test and interviews.
● Data analysis methods: Using the statistical software package SPSS
(version 19.0), paired t-tests were used to determine whether there was
a difference between the results of pre- and post-tests for the reading
fluency and vocabulary tests.
● Results:
● Conclusion: It can be concluded that the effectiveness of extensive
reading resulted in a substantial increase in reading fluency and
vocabulary knowledge in a small group of Jordanian EFL learners.
● Implication: In my opinion, based on the research results, the
implementation of extensive reading can improve reading fluency.

9. Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and
Learners' Views.
● Problems:
● What is the relationship of extensive reading and English language
proficiency, in particular, writing ability?
 ● How do student participants perceive extensive reading as a
component of their reading programs before and after the ER
implementation? Do their perceptions change after the ER
implementation for one year?
● How do the reading teachers perceive extensive reading and its
implementation in their reading class?
● Methodology:
● Subject: 190 freshman English majors at a northern university in
Taiwan.
● Data collection methods: The reading and listening tests developed by
English Learning Testing Service (ELTS) in Taiwan were conducted in
the beginning of the first semester and a post-test in the end of the
second semester. The test consisted of listening (40 items) and reading
(30 items). Instrument reliability was given using KR-20 (Henning,
1987) for the ELTS tests.
● Data analysis methods: The pretest and posttest data collected with the
use of ELTS tests, the writing test, and the questionnaire were
analyzed using statistical procedures.
● Results:
● Conclusion: The results of the study using a pre-test and posttest
design showed statistically significant improvements in listening,
reading, and writing test scores after one year of ER application.
● Implication: In my opinion, the conclusions of this study have
implications for language learning and teachingExtensive Reading on
Postgraduate Students' Perceptions and Its Effects on Reading
Comprehension.

10. The Effect of Intensive and Extensive Reading Strategies on Reading Comprehension:
A Case of Iranian High School Students.
● Problems:
● What is the effect of extensive reading strategies on reading
comprehension of Shiraz zone four high school students?
● What is the effect of intensive reading strategies on reading
comprehension of Shiraz zone four high school students?
● What are the attitudes of Shiraz Zone four high school students toward
extensive and intensive reading?
● Which reading strategies (i. e. extensive or intensive) are more
effective from the students' point of view?
● Methodology:
● Subject: All the participants in this study were third grade high school
students and most of them were male.
● Data collection methods: The participants in both groups (i.e. intensive
and extensive) took pre-test and post–test. The type of the test was
multiple-choice. Each test (in both pre & post) consisted of three
passages.
 ● Data analysis methods: After gathering the necessary data from the
subjects, the following statistical tests were used for this study: two t-
tests were used to determine if there was any difference in the mean
score of each group in terms of their pre and post tests (using paired
sample analysis by SPSS).
● Results:
● Conclusion: Having analyzed the relevant data, the researcher
concluded that students’ reading comprehension skill is affected by
both of the strategies. That is, when students become familiar with the
strategy under their teacher's guidance, it helps them to improve their
reading comprehension.
● Implication: In my opinion, the two strategies used were effective in
helping students improve their reading comprehension under the
guidance of the teacher.

11. Extensive Reading : Students` Performance and Perception.

● Problems:
● Does Extensive Reading (ER) influence students’ reading
comprehension performance?
● What is the students’ perception of ER?
● Methodology:
● Participants/subjects: Students in the first year of a scientific reading
course in a Venezuelan university.
● Data collection: The present study is framed under the classroom
research methodology and the action research approach. In this
research used a TOEFL reading test to describe the reading
comprehension performance of a group of students from a Venezuelan
university and an ad hoc questionnaire was used to gather students’
perceptions.
● Data analysis: The study uses quantitative as well as qualitative data.
● Results:
● Conclusions: The results must be discussed in three parts: first,
comparison of the Control Group and the Extensive Reading Group as
far as results from the pre-test and post-test are concerned; second,
comparison of the pre- and post-tests of the students in the ERP; and
finally, students’ appreciation of the program. First, regarding reading
comprehension, students in the ERP did not show a significant
difference from the Control Group either on the pre-test or on the post-
test.

12. Reading Rate Gains During a One-Semester Extensive Reading Course.

● Problems:
● Problems/ Research questions: The a priori hypotheses to be
investigated are as follows: 1) Reading rate gains will be significantly
greater for students in a one-semester college extensive reading course
than those in an intensive reading course, 2) Greater amounts of
 reading will yield significantly greater reading rate gains for students
in the extensive reading course.
● Methodology:
● Participants/subjects: The participants were 66 female first-year
students (19–20 years old) at a private, 4-year nursing college in Japan.
● Data collection: These data were gathered as part of the regular
coursework of intact classes, so the design of this study is quasi-
experimental.
● Data analysis: The study uses quantitative as well as qualitative data.
● Results:
● Conclusions: This study provides strong empirical support for the
claim that extensive reading yields substantial improvements in
reading fluency in first-year students at a nursing college in Japan.
There have been few previous studies providing convincing evidence
for the effect of the extensive reading approach on fluency
development, so the results of this study represent a substantial finding
in the field of L2 reading.

13. Implementation Of Intensive-Extensive Reading Strategy to Improve Reading

Comprehension.
● Problems:
● Problems/ Research questions: The study is aimed at developing the
Intensive-Extensive Reading Strategy (IERS) to improve the students’
reading comprehension.
● Methodology:
● Participants/subjects: The subjects of the study were 32 students of the
second semester of English Education Study Program of STAIN
Palangka Raya in the 2010/2011 academic year.
● Data collection: The data were gained from reading comprehension
test, observation, field notes and questionnaire.
● Data analysis: The study employed Collaborative Classroom Action
Research.
● Results:
● Conclusions: The findings show that the implementation of IERS with
the appropriate procedures developed can improve the students’
reading comprehension. It is indicated by the improvements of the
percentage of the students achieving the score greater than or equal to
C (60-69), and of the percentage of their involvement in the reading
activities during the implementation of IERS in Cycles I and II.
Consequently, the improvement of the students’ reading
comprehension can be reached but it should follow the appropriate
procedures of the implementation of IERS having been developed.