Speakers
Abstract section 4: Outcomes/results
In line with much of the research completed on ER, it is expected that overall reading comprehension will improve during the semester and that students who read larger volumes of text will demonstrate greater gains. Findings may contribute to a better understanding of the role of sustained extensive reading in supporting reading development among young EFL learners.
Abstract section 2: Contribution/research questions
- Does reading comprehension improve among Japanese junior high school EFL learners during a semester-long extensive reading program?
- To what extent is reading comprehension development associated with the quantity of extensive reading completed in a homework-based ER program?
Abstract section 1: Relevance
This research is relevant for teachers implementing ER programs in Japanese secondary education, where ER is increasingly used but empirical classroom data remains limited. By examining student reading behavior and learning outcomes, the study aims to provide practical insights into how reading volume may influence comprehension development and further seek to guide future pedagogical instruction surrounding ER programmes at this level.
Abstract section 3: Content/method
The study will involve 100 third-year junior high school students engaged in X-reading. Reading comprehension will be measured using a pre-test at the start of the semester and a post-test at the end, with gain scores indicating improvement. Descriptive statistics will summarize reading volume and test results, while Pearson correlation and linear regression will examine whether reading volume predicts gains in comprehension.
| Title | Exploring the Relationship Between Extensive Reading Volume |
|---|---|
| Teaching Context | Junior/senior high-school |