Article 5:

Developing reading fluency in EFL: How assisted repeated reading and extensive reading
affect fluency development
Approach:
Quantitative and qualitative
Design:
Experimental
Study & Problems:
1. Is RR effective in developing fluency in beginning-level FL readers?
2. Is RR as effective as ER to develop reading fluency of beginning level FL readers?
3. Is RR as effective as ER to improve comprehension of beginning-level FL readers?
4. How do beginning-level FL readers perceive the effectiveness of each method?
Findings:
There is a significant effect.

Article 6:
Effects of Extensive Reading on Students’ Perceptions of Reading Ability and Use of
Reading Strategies
Approach:
Qualitative
Design:
Case studies
Study & Problems
What are the effects of extensive reading on
students’ perceptions of their reading ability and their use of strategies?
Findings:
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. Their reports
also provided evidence of improved choices of metacognitive and cognitive strategies for
their reading.

Article 7:
Extensive reading definitions, effectiveness, and issues concerning practice in the EFL
classroom: Japanese teacher trainees’ perceptions
Approach:
Quantitative and qualitative
Design:
Descriptive
Study & Problems:
1. How do teacher trainees define ER? Do their definitions vary among themselves?
2. 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?
Findings:
The findings suggest 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.

Similarities/Differences:
Article 5 and 7 used quantitative and qualitative research approach.
Article 6 used qualitative research approach.
Sample:
All articles used university students as the sample.
Context:
1. Article 5:
The participants were drawn from a class of 29 Japanese students who were learning
English as aforeign language at a university near Tokyo.
2. Article 6:
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.
3. Article 7:
The participants in this study were one undergraduate and 33 graduate students, 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.
Instruments:
1. Article 5: Pretest and posttest, questionnaire.
2. Article 6: Pre- and post-questionnaires, pre- and post-interviews, and reading
reflection reports.
3. Article 7: Questionnaire.
Focus:
1. The main objective of the current study is to focus on whether and how assisted
repeated reading with an auditory reading model enhances EFL readers' fluency.
2. This research investigates the effects of extensive reading on students’ perceptions of
their reading ability and on their use of metacognitive and cognitive strategies while
reading extensively.
3. This study empirically examined the perceptions of extensive reading (ER) among
Japanese English-as-a-foreign-language (EFL) teacher trainees.
Time:
1. Article 5: For 17 weeks.
2. Article 6: For 7 weeks.
3. Article 7: For 15 to 20 minutes