The Effects of Extensive Reading on Enhancing Vocational High School Students’ L2 Vocabulary & Reading Rates
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As an approach to L2 reading instruction, extensive reading (ER) has been reported to be a successful way to boost L2 learners’ general language proficiency as well as their motivation to study the target language. This empirical study aimed to examine whether the benefits of ER, especially gains in L2 vocabulary and reading rates, are effective for Korean vocational high school students who are regarded to be reluctant in learning L2. Twenty technical high school students participated in this study for 12 weeks. Half of them read graded readers extensively and the other half did not receive any treatment. The results revealed that the ER group achieved statistically significant growth in L2 reading rates without impairing text comprehension. However, the students did not make meaningful gains in L2 vocabulary sizes. In interviews with the ER group students, they showed a positive attitude toward reading in L2 and looked forward to enjoying ER in L2 classes. This study concluded by proposing that L2 teachers integrate ER into their classes, with two suggestions to consider as they plan an ER program.
Abstract
As an approach to L2 reading instruction, extensive reading (ER) has been reported to be a successful way to boost L2 learners’ general language proficiency as well as their motivation to study the target language. This empirical study aimed to examine whether the benefits of ER, especially gains in L2 vocabulary and reading rates, are effective for Korean vocational high school students who are regarded to be reluctant in learning L2. Twenty technical high school students participated in this study for 12 weeks. Half of them read graded readers extensively and the other half did not receive any treatment. The results revealed that the ER group achieved statistically significant growth in L2 reading rates without impairing text comprehension. However, the students did not make meaningful gains in L2 vocabulary sizes. In interviews with the ER group students, they showed a positive attitude toward reading in L2 and looked forward to enjoying ER in L2 classes. This study concluded by proposing that L2 teachers integrate ER into their classes, with two suggestions to consider as they plan an ER program.
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