PanSIG 2025

Extensive Reading: Aiding agency in material choices

18 May 2025, 13:40

25m

BLDG 8/1F-112 (Kanda University of International Studies (神田外語大学))

Research-oriented Oral Face-to-face presentation Extensive Reading B8-112 SAT: ICLE & Critical Thinking; SUN: CT, Listening & ER

Speakers

Christopher Arnott (Kanda University of International Studies)Mr Mike Kettle (Kanda University of International Studies) Simon Bannister (Kanda University of International Studies)

KEYWORDS

extensive reading, graded readers, autonomy, action research

ABSTRACT

Extensive reading (ER) is vital in second language acquisition (Krashen, 1993; Nation 2009). It establishes useful reading habits which help to consolidate knowledge and usage of existing vocabulary and structures, and promotes motivation for reading (Richards, Platt & Platt, 1992). Additionally, a crucial component in selecting ER materials is learner autonomy and is 'key' to its success (Day & Bamford, 2002; Day, 2015). However, immediate full adherence to the 10 principles for successful use of ER (Day & Bamford, 2002) is problematic in certain academic contexts. Focusing primarily on graded readers (level controlled books for learners), a survey of 147 students at a Japanese university showed that they lacked confidence in their ability to select reading material in line with those principles, inhibiting their attempts at agency. This presentation describes facilitating a transition towards using those principles by creating scaffolded activities designed to raise awareness of reading goals and building confidence to select their own materials. The aim is for learners to gradually improve their choice of reading materials, and to gain motivation thus helping them create and sustain a reading habit that both aids language development and is pleasurable.