A Study on the Ideal Amount of Extensive Reading for High Schools in Japan

Tekka Chang, Christine Dineros

Abstract


Abstract

     When introducing extensive reading, I always had a difficult time in getting everyone to be contented. Starting with the Oxford Bookworms, I prepared over 500 books in the school library in both fiction and non-fiction books. Vocabulary level tests were also conducted to make sure that the books were at the I+1 level, and the author talked to each student to see which genre they may like. While this is a difficult task, I tried to find the ideal amount of weekly reading for science course students in a senior high school in Japan. A quantitative questionnaire was created using the price sensitivity meter method to measure the learners’ ideal weekly reading amount. Results showed that the ideal amount of weekly extensive reading was 1200 words per week at the 500-word level. When asked directly about the amount of ideal reading according to their level, 44% of the students said that reading 2000 words per week was “little or no problem”.


Save to Mendeley


Keywords


extensive reading, motivation, second language reading

Full Text:

PDF

References


References:

Aka, N. (2019). Reading performance of Japanese high school learners following a one-year extensive reading program. Reading in a Foreign Language, 31(1), 1–18. Retrieved from https://nflrc.hawaii.edu/rfl/item/414

Chang, T. (2020). The Effects of a Pilot Extensive Reading Program on Increasing English Ability and Motivation to Read in English in an Upper Mid-Level Private Senior High School in Japan. Fortuna, 31, 41-53.

Day, R. R. (2015). Extensive reading. Oxford University Press.

Day, R. & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

Fujimori, Chihiro. (2007). The Effects of an Extensive Reading Program on Reading and Listening Comprehension Among Senior High School Students. KATE. 21, 13-24.

Fujiwara, A. (2016). Eigono tadoku ni taisuru gakusei no kyoumikanshinno iko (Regarding Students Interests in Extensive reading). Research bulletin of Meisei University. Humanities and social sciences. 52, 52-61.

Fujita, K. and Noro, T. (2009). The Effects of 10-Minute Extensive Reading on the Reading Speed, Comprehension and Motivation of Japanese High School EFL Learners. The Japan Society of English Language Education. 20, 21-30.

Furukawa, A. (2021, July, 15). Tadoku de eigo ni shitashimimasenka? SSS Retrieved from https://www.seg.co.jp/sss/learning/

Huang, Y. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2.

Iwahori, Y. (2008). Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Language. 20. Retrieved from https://nflrc.hawaii.edu/rfl/item/168

Jacobs, G. M. (2014). Selecting extensive reading materials. Beyond Words, 2(1), 116-131.

Kanatani, K., Nagata, M., Kimura, T., & Minai, Y. (1991). Koukou ni okeru tadoku puroguramu [Extensive reading program in senior high school]. KATE Bulletin, 5, 19‒26.

Kashiwagi, Y. (2021, April 25) Kyotsutesuto demo rakuraku? Todai 76 gokaku,shingako no tadokode migaku eigo [Simple Entrance Exam? How a prep school brushed up English skills through Extensive reading and got 76 students into Tokyo University. Asahi Online. Retrieved from https://www.asahi.com/articles/ASP4R6GTXP4PUTIL018.html

Matsumura, M. (Ed.). (1987). Eigo no Riidingu [English reading] (2nd ed.). Tokyo: Taishukan Shoten.

Millet, S. (2017). Speed Readings for ESL Learners 500 BNC. English Language Institute Occasional Publication no 28. Victoria University of Wellington, English Language Institute.

Ministry of Education, Culture, Sports, Science, and Technology (MEXT). (2017). Eigoryoku Chosa [English Ability Study]. MEXT. Retrieved from https://www.mext.go.jp/a_menu/kokusai/gaikokugo/__icsFiles/afieldfile/2018/04/06/1403470_03_1.pdf

MEXT (2016). Kodomono dokushokatsudo no suishin nadoni kansuru chosa [Promoting

Reading Among Children Survey]. MEXT. Retrieved from https://www.mext.go.jp/content/20210610-mxt_chisui02-000008064_2801.pdf

Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6‒37.

Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19(2).

Oxford Press. (2020). Classic Tales. Retrieved from https://www.oupjapan.co.jp/ja/gradedreaders/classic_tales.shtml

Susser, B. & Robb, T. (1990). EFL Extensive Reading Instruction: Research and Procedure. JALT Journal, 12( 2), 161-184.

Takase, A. (2009). The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation. In. Cirocki, A. (Ed.). (2009). Extensive Reading in English Language Teaching. (451-465) Muenchen, Germany: Lincom.

Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19, 1‒18. Retrieved from: https://nflrc.hawaii.edu/rfl/item/134

Takase, A. (2004). Investigating Students' Reading Motivation through Interviews. GaikokugoKyouikuForum, 3, 28-38.

Takase, A. (2002). What motivates Japanese students to read English books? The Proceedings of the Third Temple University Japan Applied Linguistics Colloquium, 67-77.

Tokyo Library Association. (2019). Retrieved from https://www.j- sla.or.jp/material/research/dokusyotyousa.html

V Van Westendorp, P.H. (1976). NSS Price Sensitivity Meter (PSM) a new approach to study consumer perception of price. Proceedings of the ESOMAR Congress, Venice. Retrieved from https://www.researchworld.com/a-new-approach-to-study-consumer-perception-of-price/




DOI: https://doi.org/10.33508/bw.v10i2.3737