Teacher and Student Perceptions of Extensive Reading Activities
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This study explores teacher and student perceptions of and experience with various extensive reading activities in two L2 classes over a 15-week semester. Eight extensive reading activities were selected and implemented to best facilitate students’ engagement in reading in English. The activities were evaluated based on data collected from students and the teacher (i.e., teacher’s reflection notes, interviews, activity evaluation survey, and personal communications with students) throughout the semester. To analyze the qualitative data (i.e., teacher’s reflection notes, interviews, and personal communications with students), the entire data were examined to find recurring characteristics and themes across all responses. The quantitative data (i.e., activity evaluation survey) was analyzed using descriptive statistics to determine general characteristics in the data. Findings of this study shed light on the feasibility of those extensive reading activities in L2 reading classes and students’ responsiveness to them in the setting. In general, the students in the study showed a favorable predisposition toward extensive reading activities. Six (out of eight) extensive reading activities were perceived as effective in terms of facilitating students’ motivation to read in and out of class. The study suggests important implications forL2 reading curricula when programs implement extensive reading.
Abstract
This study explores teacher and student perceptions of and experience with various extensive reading activities in two L2 classes over a 15-week semester. Eight extensive reading activities were selected and implemented to best facilitate students’ engagement in reading in English. The activities were evaluated based on data collected from students and the teacher (i.e., teacher’s reflection notes, interviews, activity evaluation survey, and personal communications with students) throughout the semester. To analyze the qualitative data (i.e., teacher’s reflection notes, interviews, and personal communications with students), the entire data were examined to find recurring characteristics and themes across all responses. The quantitative data (i.e., activity evaluation survey) was analyzed using descriptive statistics to determine general characteristics in the data. Findings of this study shed light on the feasibility of those extensive reading activities in L2 reading classes and students’ responsiveness to them in the setting. In general, the students in the study showed a favorable predisposition toward extensive reading activities. Six (out of eight) extensive reading activities were perceived as effective in terms of facilitating students’ motivation to read in and out of class. The study suggests important implications forL2 reading curricula when programs implement extensive reading.
참고문헌 (29)
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