This study investigates the impact of an extensive reading (ER) program on the reading attitudes and comprehension achievements of 202 students (aged 14–17) at a Chinese independent high school in Malaysia. Grounded in comprehensible input and constructivist theories, the research employed pre- and post-program questionnaires to gauge motivation and attitude, along with PET and FCE reading comprehension tests to measure achievement. Over three months, students participated in an extracurricular ER program using a digital library. Findings revealed that while a portion of students maintained only moderate attitudes, they demonstrated high motivation towards ER. Critically, two-thirds of participants showed significant improvement in their reading comprehension test scores post-program. The study also identified key challenges: some students perceived ER as time-consuming amidst heavy academic workloads, while others believed audiovisual activities were more effective for language improvement. Anxiety about understanding texts also diminished interest for some. Despite these hurdles, the research underscores the benefits of ER in fostering positive reading attitudes and enhancing comprehension skills. It advocates for the integration of structured ER into English curricula to motivate engagement with English materials. It was concluded that addressing student concerns regarding time constraints and comprehension anxiety is essential for maximizing the effectiveness of extensive reading in educational settings.

Authors:
Regina Maria Ambrose, Hin Hua High School Klang Selangor, Malaysia
Shanthini Palpanathan, Hin Hua High School Klang Selangor, Malaysia
Siew Heong Chin, Hin Hua High School Klang Selangor, Malaysia

About the Presenter(s)
Shanthini Palpanathan is an English Teacher at Hin Hua High School. Her interests include educational technology, reading development and collaborative learning. Currently, exploring the integration of critical thinking into project-based learning.

Additional website of interest
https://iafor.org/journal/iafor-journal-of-language-learning/volume-3-issue-2/article-4/

See this presentation on the full schedule – Wednesday Schedule

Bookmark