Bhutanese Fourth Grade Students’ Opinions towards Extensive Reading
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Abstract
The mixed perceptions towards extensive reading (ER) were shown by several studies of higher and university-level students in foreign and second language learning contexts. However, ER perception studies are limited, particularly qualitative ER studies with kids, and Bhutan has yet to implement and evaluate the important concept of extensive reading. Hence, this qualitative study investigates fourth-grade Bhutanese students’ opinions towards extensive reading regarding reading material preferences, ways of book selection, choice of place for reading, and the benefits of extensive reading instruction. Sixteen students participated in the study, and later six students sat for a semi-structured interview. The results revealed that extensive reading had a positive impact on the development of overall language proficiencies. Some participants favored challenging books over easy books, while many others preferred enjoyable books over academic texts. There were varied preferences of reading locations and choices for choosing books. All children enjoyed reading and also expressed the benefits of extensive reading, suggesting ER to be implemented in other similar contexts of Bhutanese primary schools.
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References
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