Speaker
Description
This study examines how Japanese EFL learners perceive extensive reading through a graded‑reader series and which learner‑related conditions influence their continuation or discontinuation of the activity. Through this inquiry, we aim to identify features of the ER experience—such as perceived difficulty, enjoyment, and reading confidence—that shape learners’ decisions to persist with or abandon the practice, and to explore ways to support the continued engagement in extensive reading.
Abstract section 1: Relevance
Extensive reading (ER) with graded readers is widely recognized for promoting reading fluency, vocabulary development, and overall EFL proficiency. Numerous studies emphasize its educational value and report positive learner outcomes. However, despite these documented benefits, our pre‑survey conducted with Japanese university students revealed that more than 80% of Japanese EFL learners who are beginners were reluctant to continue ER voluntarily after completing it as a required assignment. This gap between research claims and learner attitudes raises important questions about how Japanese EFL learners actually perceive ER and what factors shape their motivation to sustain the practice.
Abstract section 4: Outcomes/results
In this presentation, we report our experiences to date and discuss how factors such as book selection, text simplicity, repetition, pacing, personal interest, and reading purpose influenced our engagement. We also reflect on the gap between theoretical benefits and the lived experience of sustained ER practice. Finally, we propose discussion points on how ER programs might better support learner autonomy, long‑term motivation, and meaningful engagement. This study offers a fresh perspective by combining practitioner insight with learner‑experience‑based reflection, contributing to ER pedagogy in Japanese EFL contexts.
Abstract section 3: Content/method
To investigate this issue, we adopted an autoethnographic approach by engaging in extensive reading ourselves under conditions similar to beginner‑level Japanese EFL learners. This ongoing project has involved completing Levels 1–4 of a graded reader series while documenting our evolving perceptions, challenges, and motivational shifts. By positioning ourselves as both researchers and participants, we aim to gain direct insight into the cognitive, affective, and motivational aspects of ER that typical classroom‑based observations cannot fully capture.
Abstract section 2: Contribution/research questions
This study examines how Japanese EFL learners perceive extensive reading through a graded‑reader series and which learner‑related conditions influence their continuation or discontinuation of the activity. Through this inquiry, we aim to identify features of the ER experience—such as perceived difficulty, enjoyment, and reading confidence—that shape learners’ decisions to persist with or abandon the practice, and to explore ways to support the continued engagement in extensive reading.
| Title | Why Learners Struggle to Sustain Extensive Reading |
|---|---|
| Teaching Context | College and university education |