Abstract section 1: Relevance
Extensive Reading has been widely recognized as an effective approach for promoting reading development, motivation, and positive attitudes toward English learning in EFL contexts. However, in university classrooms, especially those serving science and engineering students, reading courses often need to address not only reading ability but also learner confidence, engagement, and willingness to use English in discussion based settings. This is particularly important for students who may perceive English reading as difficult or distant from their academic identities.
Abstract section 2: Contribution/research questions
This presentation examines how STEM students perceived the effects of an Extensive Reading based Advanced EFL reading course on their language development, confidence, and engagement. It also considers how the integration of reflective and discussion oriented tasks may have shaped students’ perceptions of learning outcomes.
Abstract section 3: Content/method
The course was offered at a Korean university and integrated three full length novels, The Hunger Games, The Chocolate War, and Pachinko, with quizzes, literature circle role writing, response journals, small group discussions, and oral presentations. End of semester survey data from 16 valid respondents were analyzed
Abstract section 4: Outcomes/results
Mean ratings were 4.13 for reading confidence, 4.06 for writing, speaking, and listening confidence, 4.06 for perceived overall English proficiency improvement, and 4.13 for motivation to engage with English. Interest and enjoyment in learning English received the highest rating at 4.44, and 75.0% of respondents reported reduced anxiety when using English. In multiple response items, the most frequently selected areas of improvement were reading speed and speaking fluency at 62.5% each, followed by reading comprehension at 56.2%. Students attributed their improvement to increased exposure to English at 68.8%, greater reading enjoyment at 56.2%, and improved speaking ability at 43.8%.
| Title | Combining ER, Discussion, and Reflection in a STEM Course |
|---|---|
| Commercial Promotion | No |
| Language | English |
| Teaching Context | College and university education |