L2 Students’ Perceptions of MReader for Extensive Reading
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초록
Extensive reading has gained popularity in language teaching and has been practiced in various ways in different settings because of its many benefits. Recently an increasing number of teachers and researchers of extensive reading have incorporated an online assessment tool, MReader, in their extensive reading programs to hold students accountable for reading. However, there has been little research on the effect of MReader on facilitating extensive reading. This study aimed to explore ESL/EFL students’ reactions to MReader in relation to its effectiveness in promoting extensive reading, employing two case studies in the ESL and EFL contexts at different time periods. This study centered on an analysis of semi-structured interviews with 8 ESL and 7 EFL students who were asked to reflect on their use of MReader, as well as on their teacher’s observation notes during the 15-week semester in each setting. The findings revealed that MReader promoted extensive reading and motivation to read in English, though some skepticism was encountered at the onset of the implementation of MReader in the classroom. Implications for implementing MReader in an extensive reading program in ESL/EFL contexts are discussed.
Abstract
Extensive reading has gained popularity in language teaching and has been practiced in various ways in different settings because of its many benefits. Recently an increasing number of teachers and researchers of extensive reading have incorporated an online assessment tool, MReader, in their extensive reading programs to hold students accountable for reading. However, there has been little research on the effect of MReader on facilitating extensive reading. This study aimed to explore ESL/EFL students’ reactions to MReader in relation to its effectiveness in promoting extensive reading, employing two case studies in the ESL and EFL contexts at different time periods. This study centered on an analysis of semi-structured interviews with 8 ESL and 7 EFL students who were asked to reflect on their use of MReader, as well as on their teacher’s observation notes during the 15-week semester in each setting. The findings revealed that MReader promoted extensive reading and motivation to read in English, though some skepticism was encountered at the onset of the implementation of MReader in the classroom. Implications for implementing MReader in an extensive reading program in ESL/EFL contexts are discussed.
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