Speaker
Brian Inglis
Description
What happens when extensive reading becomes discouraging and demotivating? How can we address problems with extensive reading without (re)introducing other, potentially serious ones? These questions inspired an action research project in the context of an internationally-oriented Japanese university’s extensive reading program, which was characterized by student frustration, poor performance, and suspected cheating. Informed by frameworks of self-efficacy and self-regulated learning, one group was instructed to complete reading journals and present them to the teacher. Students succeeded and thrived, and ideas for extensive reading and broader promotion of self-efficacy and self-regulated learning will be discussed.