Extensive Reading in a Formal English Reading Class
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This paper examines the feasibility of an extensive reading approach as a way of teaching English reading into a formal English reading course. To this end, the study selected one of the eight English reading classes in the Korea Air Force Academy (KAFA) and tried to examine the students’ reading behaviors and their perceptions of extensive reading. The impacts of extensive reading on the development of English reading ability were also examined. The results of the students’ reading behaviors showed that they read a great deal of English books inside and outside the classroom. The analysis of the students’ perceptions indicated that their interests and confidence in reading English books increased to some extent. Their perceptions of the graded readers were also positive. Most of the students were willing to read more English books after the course. However, they mentioned a need for revision in the evaluation method. The results of three reading tests revealed that their reading abilities in English improved. The results of the present study indicate that an extensive reading approach could be incorporated into a formal college-level English reading course effectively.
Abstract
This paper examines the feasibility of an extensive reading approach as a way of teaching English reading into a formal English reading course. To this end, the study selected one of the eight English reading classes in the Korea Air Force Academy (KAFA) and tried to examine the students’ reading behaviors and their perceptions of extensive reading. The impacts of extensive reading on the development of English reading ability were also examined. The results of the students’ reading behaviors showed that they read a great deal of English books inside and outside the classroom. The analysis of the students’ perceptions indicated that their interests and confidence in reading English books increased to some extent. Their perceptions of the graded readers were also positive. Most of the students were willing to read more English books after the course. However, they mentioned a need for revision in the evaluation method. The results of three reading tests revealed that their reading abilities in English improved. The results of the present study indicate that an extensive reading approach could be incorporated into a formal college-level English reading course effectively.
참고문헌 (61)
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