Comparing the Effect of Extensive Reading with and without Discussion on Pre-service Teachers’ L2 Reading Attitudes
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A substantial amount of research has demonstrated the efficacy of extensive reading (ER) for improving aspects of L2 learners’ language proficiency and attitudes toward the L2. However, fewer inquiries have yet been made into the effectiveness of combining ER with other activities like discussion on learners’ L2 reading attitudes. To explore the potential advantages of ER with discussion over ER alone for improving learners’ L2 reading attitude, two groups of Korean pre-service EFL teachers engaged in ER or ER with discussion over a semester. At the end of the semester, they completed a questionnaire that included a standardized L2 reading attitudes instrument as well as open-ended qualitative questions about their perceptions of doing ER. Results from the standardized attitude survey revealed that the only difference in L2 reading attitudes between the ER and ER with discussion groups was that the ER only saw more practical value of ER than the ER with discussion group. There were no difference in other aspects of L2 reading attitude including comfort, anxiety and intellectual value between the two groups. Themes that arose from the open-ended survey questions included the perceived importance of teacher modelling, how ER enables some learners to experience authentic language and culture and, for some learners, engaging in ER changed their views of L2 reading. Quantitative results suggest that including discussion with ER does not improve L2 reading attitudes beyond doing ER alone. Qualitative findings indicate that doing ER can help some learners change their views on reading in English while allowing them to experience authentic language and culture.
Abstract
A substantial amount of research has demonstrated the efficacy of extensive reading (ER) for improving aspects of L2 learners’ language proficiency and attitudes toward the L2. However, fewer inquiries have yet been made into the effectiveness of combining ER with other activities like discussion on learners’ L2 reading attitudes. To explore the potential advantages of ER with discussion over ER alone for improving learners’ L2 reading attitude, two groups of Korean pre-service EFL teachers engaged in ER or ER with discussion over a semester. At the end of the semester, they completed a questionnaire that included a standardized L2 reading attitudes instrument as well as open-ended qualitative questions about their perceptions of doing ER. Results from the standardized attitude survey revealed that the only difference in L2 reading attitudes between the ER and ER with discussion groups was that the ER only saw more practical value of ER than the ER with discussion group. There were no difference in other aspects of L2 reading attitude including comfort, anxiety and intellectual value between the two groups. Themes that arose from the open-ended survey questions included the perceived importance of teacher modelling, how ER enables some learners to experience authentic language and culture and, for some learners, engaging in ER changed their views of L2 reading. Quantitative results suggest that including discussion with ER does not improve L2 reading attitudes beyond doing ER alone. Qualitative findings indicate that doing ER can help some learners change their views on reading in English while allowing them to experience authentic language and culture.
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