The Use of Extensive Reading to Develop English Reading Ability
PURPOSE: This study aimed to survey the use of extensive English reading by English teachers and students in teaching and learning of English, including the current practice of extensive reading, the levels of satisfaction, and the problems in using extensive reading (ER). METHOD: It was a quasi-experimental design. The research instruments were questionnaires, interviews, and observation forms. The questionnaire respondents were 29 teachers and 140 Mathayomsuksa 3 students in English Program, Mini English Program and Science-Math English, of which 10 teachers and 10 students participating in the interviews. Descriptive statistics and t-test were employed for analytical purposes. RESULT: The results showed that most teachers chose the books for students for extensive reading based on their interests and proficiency level. Students were assigned to read outside class time and their progress was checked by the follow-up tests administered by teachers. In the opinions of teachers and the students, extensive reading could promote students’ vocabulary, grammar and general knowledge. Apart from enhancing reading ability, ER can promote students’ reading habit. The main problems were students’ too much homework and teachers’ too many assigned tasks and responsibilities that were difficult for them in terms of reading time and the arrangement for post-reading activities. CONCLUSION: Extensive reading technique could be used for enhancing English reading ability.
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