Skip to main content
SpringerLink
Log in

Xreading Versus Paper-Based Extensive Reading: Perceptions of Students

  • Chapter
  • First Online:
Book cover Teaching English for Academic Purposes (EAP) in Japan

Part of the book series: English Language Education ((ELED,volume 14))

Abstract

Although reading is considered to be one of the most fundamental skills socially as well as educationally, it is also “the most daunting language skill to acquire and master” (Al-Mahrooqi, 2014, p. viii). In the context of EAP, acquiring adequate reading skills is a must to succeed after exiting the program because students are constantly required to read a large amount of academic materials assigned in almost every content course. In Japan, students at the secondary school level still predominantly learn English mainly through an intensive reading approach, “deciphering” the language and being trained to translate between Japanese and English. However, adding extensive reading components to the ordinary curriculum has become a new trend as more research has found a variety of benefits of including extensive reading in language programs (Beglar et al. 2012; Tanaka and Stapleton 2007). Waring (2009) even asserts, “graded reading, or extensive reading, is a completely indispensable part of any language program, if not all language programs (para. 2).” Day and Bamford (1998) define extensive reading as “an approach to the teaching and learning a second language reading in which learners read large quantities of books and other materials that are well within their linguistic competence” (p. xiii), and the approach involves completely separate goals and tasks from intensive reading. While many language programs, including EFL, ESL, and EAP programs at different educational levels, now adopt extensive reading and assign students to read graded readers as part of their curriculum, how to motivate students to read more and how to monitor their progress are still discussed continuously, with the most effective strategy still being sought. One of the suggested methods of assessment traditionally has been assigning a book report or summary writing. Another possibility is the use of an online extensive reading program. One such innovative program is Xreading, which is “an online virtual library with hundreds of graded readers” (Xreading.com). Because Xreading is still new, no research has investigated whether utilizing different evaluation methods affects learner perceptions toward extensive reading or not.

In order to investigate the question above, participants in this research were asked to complete a survey, and some of them volunteered to participate in individual interviews. The researchers will discuss their analyses of the survey and interview data regarding the participants’ perceptions and evaluations of the extensive reading program. Implications and limitations of implementing paper-based and online extensive reading programs will be discussed. Finally, they will suggest which method of evaluation or style of extensive reading could be of more benefit for EAP programs to implement.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alderson, J. C., & Urquhart, A. H. (1984). Postscript on Hosenfeld. In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 245–249). New York: Longman.

    Google Scholar 

  • Al-Mahrooqi, R. (2014). Introduction. In R. Al-Mahrooqi & A. Roscoe (Eds.), Focusing on EFL reading: Theory and Practice (pp. viii–xiii). Newcastle upon Tyne: Cambridge Scholars.

    Google Scholar 

  • Bamford, J., & Day, R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.

    Google Scholar 

  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13.

    Google Scholar 

  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners’ reading rates. Language Learning, 62, 665–703.

    Article  Google Scholar 

  • Carrell, P. L. (1989). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 1–7). Cambridge: Cambridge University Press.

    Google Scholar 

  • Collett, P. (2016, May). Assessing Xreading for extensive reading. Paper presented at the JALT PanSIG 2016 conference, Okinawa.

    Google Scholar 

  • Constantino, R. (1995). The effect of pleasure reading: Passing the TOEFL test doesn’t have to hurt. Mosaic, 3(1), 15–17.

    Google Scholar 

  • Constantino, R., Lee, S. Y., Cho, K. S., & Krashen, S. (1997). Free voluntary reading as a predictor of TOEFL scores. Applied Language Learning, 8, 111–118.

    Google Scholar 

  • Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and perceptions. The IALLT Journal, 45(1), 70–90.

    Google Scholar 

  • Day, R. R. (2013). Creating a successful ER program. TESL Reporter, 46(1&2), 10–20.

    Google Scholar 

  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

    Google Scholar 

  • Grabe, W., & Stoller, F. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187–203). Boston: Heinle, Cengage Learning.

    Google Scholar 

  • Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70–91.

    Google Scholar 

  • Lai, F. K. (1993). Effect of extensive reading on English learning in Hong Kong. CUHK Educational Journal, 21(1), 23–36.

    Google Scholar 

  • Lyutaya, T. (2011). Reading logs: Integrating ER with writing tasks. English Teaching Forum, 49, 26–34.

    Google Scholar 

  • Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91–102.

    Article  Google Scholar 

  • McBride, P., & Milliner, B. (2014). Managing extensive reading: Introduction to M-reader. Journal of Saitama City Educators, 4(5), 20–30.

    Google Scholar 

  • Mermelstein, A. D. (2015). Improving EFL learners’ writing through enhanced extensive reading. Reading in a Foreign Language, 27(2), 182–198.

    Google Scholar 

  • Miller, K. (2013). Intensive reading, extensive reading and the English reader Marathon at Tsurumi University. Tsurumi University Kiyo, 50, 69–84.

    Google Scholar 

  • Milliner, B., & Cote, T. (2014). Effective extensive reading management with Xreading. The Language Teacher, 38(6), 32–34.

    Google Scholar 

  • Milliner, B., & Cote, T. (2015). Mobile-based extensive reading: An investigation into reluctant readers. International Journal of Computer Assisted Language Learning and Teaching, 5(4), 1–15.

    Article  Google Scholar 

  • Mizuno, K. (2009). The meaning of learning “English” at school (Gakko de Eigo wo Manabukoto no Imi). Fukuoka Kenritsu Daigaku Ningen Shakai Gakubu Kiyo, 17(2), 1–9.

    Google Scholar 

  • Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12.

    Article  Google Scholar 

  • Nation, I. S. P., & Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355–380.

    Google Scholar 

  • Noels, K., Pelletier, L., Clement, R., & Vallerand, R. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85.

    Article  Google Scholar 

  • O’Neill, B. (2012). Investigating the effects of extensive reading on TOEIC® reading section scores. Extensive Reading World Congress Proceedings, 1, 30–33.

    Google Scholar 

  • Pak, S. S., & Weseley, A. J. (2012). The effect of mandatory reading logs on children’s motivation to read. Journal of Research in Education, 22(1), 251–265.

    Google Scholar 

  • Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28.

    Google Scholar 

  • Renandya, W. (2007). The power of extensive reading. RELC Journal, 38, 133–149.

    Article  Google Scholar 

  • Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295–302). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Rott, S. (1999). The effects of exposure on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589–619.

    Article  Google Scholar 

  • Sheu, S. P.-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36(2), 8–26.

    Google Scholar 

  • Storey, C., Gibson, K., & Williamson, R. (2006). Can extensive reading boost TOEIC scores? In JALT 2005 Conference Proceedings, 1004–1018.

    Google Scholar 

  • Susser, B., & Robb, T. (1990). EFL extensive reading instruction: Research and procedure. JALT Journal, 12(2), 161–185.

    Google Scholar 

  • Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 115–131.

    Google Scholar 

  • The Extensive Reading Foundation. (n.d.). About M-Reader. Retrieved from http://mreader.org/mreaderadmin/s/html/about.html

  • Walker, R. (2016, May). Paper-based ER & screen-based ER: Towards efficient integration. Paper presented at the JALT PanSIG 2016 conference, Okinawa.

    Google Scholar 

  • Waring, R. (1997). Graded and extensive reading: Questions and answers. The Language Teacher, 21(5). Retrieved from http://jalt-publications.org/old_tlt/files/97/may/waring.html

  • Waring, R. (2009). The inescapable case for extensive reading. Retrieved from http://www.robwaring.org/er/what_and_why/er_is_vital.html

  • Weatherford, Y., & Campbell, J. (2015). Student assessment preferences in an ER program. In P. Clements, A. Krause, & H. Brown (Eds.), JALT2014 Conference Proceedings, 661–668.

    Google Scholar 

  • Williams, D. (2009). Revisiting the extensive reading effect on TOEFL scores. In A. M. Stoke (Ed.), JALT 2008 Conference Proceedings, 1168–1179.

    Google Scholar 

  • Xreading.com. (n.d.). About Xreading. Retrieved from https://xreading.com/pages/helpcenter/about_xreading

  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Akita International University, Akita, Japan

    Yuichi Tagane, Naeko Naganuma & Patrick Dougherty

Authors
  1. Yuichi Tagane
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Naeko Naganuma
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Patrick Dougherty
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yuichi Tagane .

Editor information

Editors and Affiliations

  1. Victoria University of Wellington, Wellington, New Zealand

    Rachael Ruegg

  2. Akita International University, Akita, Japan

    Clay Williams

Appendix: Extensive Reading Survey

Appendix: Extensive Reading Survey

The following is an academic survey used for research purposes. The survey items are designed to help you reflect on your attitudes toward extensive reading. There is no right or wrong answer to each statement in the survey and your responses will not influence your course grades. The information will remain confidential, so please feel at ease to fill out the survey.

Name: _____________________________

Student ID number: _____________________________

1.1 Section 1: Background Information

  1. 1.

    How long have you been studying English at school?

    • _______________________________________________________________

  2. 2.

    Have you studied/learned English outside of a formal classroom setting?

    • Yes ➔ Where? ___________________________________________________

    • No

  3. 3.

    Have you ever lived in a country where English is one of the main languages?

    • Yes ➔ Where? How many years? _____________________________________

    • No

  • Please circle one of the following options

    • strongly agree/agree/disagree/strongly disagree

1.2 Section 2: Items About Graded Readers

  1. 1.

    I like reading in my first language.

  2. 2.

    I like reading in English.

  3. 3.

    I enjoy reading graded readers.

  4. 4.

    Reading graded readers satisfies my intellectual curiosity.

  5. 5.

    My reading skills have developed through reading graded readers.

  6. 6.

    My vocabulary has developed through reading graded readers.

  7. 7.

    I keep reading graded readers even if I cannot understand the text completely.

  8. 8.

    I would not voluntarily read graded readers unless required to do so in the course.

  9. 9.

    Reading graded readers is a waste of time.

1.3 Section 3 Part 1: Items for Students Who Experienced Book Report Assignments

  1. 1.

    I enjoyed writing a book report.

    • strongly agree/agree/disagree/strongly disagree

    • Why?

  2. 2.

    Writing a book report is beneficial to me.

    • strongly agree/agree/disagree/strongly disagree

    • Why?

1.4 Section 3 Part 2: Items for Students Who Experienced Xreading

  1. 1.

    In general, I enjoyed using Xreading.

    • strongly agree/agree/disagree/strongly disagree

    • Why?

  2. 2.

    I enjoyed the online comprehension quizzes.

    • strongly agree/agree/disagree/strongly disagree

    • Why?

  3. 3.

    Xreading helped me develop my reading skills.

    • strongly agree/agree/disagree/strongly disagree

    • Why?

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Tagane, Y., Naganuma, N., Dougherty, P. (2018). Xreading Versus Paper-Based Extensive Reading: Perceptions of Students. In: Ruegg, R., Williams, C. (eds) Teaching English for Academic Purposes (EAP) in Japan. English Language Education, vol 14. Springer, Singapore. https://doi.org/10.1007/978-981-10-8264-1_5

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-8264-1_5

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-8263-4

  • Online ISBN: 978-981-10-8264-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation