Revealing University Students’ Attitudes toward Online Extensive Reading in Thailand
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Published:
Aug 23, 2021
Keywords:
Extensive reading (ER) Online extensive reading (online ER) Attitudes
Main Article Content
Abstract
This study explores undergraduates’ attitudes toward extensive reading (ER) and reading graded readers online via Xreading.com in a large-scale ER program (ERP) involving over 5,000 students. Data were obtained from 356 students via an online questionnaire and 13 students in three focus groups. The quantitative findings showed that the students had positive attitudes toward ER. The top three reasons included (1) reading graded readers made them enjoy reading in English more than before, (2) they were more motivated to read graded readers because the stories were simple, and (3) they preferred to read shorter texts because they were simpler. Additionally, the qualitative findings revealed that all 13 students enjoyed freedom of choice in which they could choose their own graded readers that matched their interests and proficiency. Also, students had positive attitudes toward online ER through Xreading due to a variety of graded readers, an opportunity for students to practice their English and reading skills, enjoyment from reading, convenience and ease of use, and self-monitoring features. However, two difficulties were reported, including not knowing which graded readers to choose and eyestrain when reading online. Finally, pedagogical implications are discussed to guide ERP coordinators and teachers.
Article Details
How to Cite
Puripunyavanich, M. (2021). Revealing University Students’ Attitudes toward Online Extensive Reading in Thailand. REFLections, 28(2), 267–292. https://doi.org/10.61508/refl.v28i2.254070
Section
Research articles
References
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Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26(1), 29-48.
Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16.
Bui, T. N., & Macalister, J. (2021). Online extensive reading in an EFL context: Investigating reading fluency and perceptions. Reading in a Foreign Language, 33(1), 1-29.
Charumanee, N. (2014). Idea sharing: The use of read-share-act to promote extensive reading. PASAA: Journal of Language Teaching and Learning in Thailand, 47, 183-198.
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instruction model on Thai EFL undergraduate students’ learner autonomy. LEARN Journal: Language Education and Acquisition Research Network Journal, 12(2), 76-96.
Chen, C. N., Chen, S. C., Chen, S. H. E., & Wey, S. C. (2013). The effect of extensive reading via e-books on tertiary level EFL students’ perceptions of reading aptitude, reading comprehension and vocabulary. Turkish Online Journal of Educational Technology, 12(2), 303-312.
Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and perceptions. IALLT Journal of Language Learning Technology, 45(1), 70-90. https://doi.org/10.17161/iallt.v45i1.8550
Davis, C. (1995). Extensive reading: An expensive extravagance? ELT Journal, 49(4), 329-336.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Dörnyei, Z. (2007). Researching methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Extensive Reading Foundation. (2011). The Extensive Reading Foundation’s guide to extensive reading. ER Foundation. https://erfoundation.org/wordpress/guides/
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Gray, D. E. (2014). Doing research in the real world. (3rd ed.). SAGE Publications Ltd.
He, M. (2014). Does extensive reading promote reading speed? The Reading Matrix, 14, 16-25.
Huang, H. (2013). E-reading and e-discussion: EFL learners’ perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Huang, L., & Lin, C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33.
Jeon, E. Y., & Day, R. R. (2016). The effective of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Khansir, A., & Dehghani, N. (2015). The impact of extensive reading on grammatical mastery of Iranian EFL learners. Theory and Practice in Language Studies, 5(7), 1501-1507.
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2), 192-212.
Kirin, W. (2010). Effects of extensive reading on students’ writing ability in an EFL class. The Journal of Asia TEFL, 7(1), 285-308.
Lee, J., Schallert, D., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38-50.
Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78(2014), 48-59.
Macalister, J. (2015). Guidelines or commandments? Reconsidering core principles in extensive reading. Reading in a Foreign Language, 27(1), 122-128.
Maipoka, S., & Soontornwipast, K. (2021). Effects of intensive and extensive reading instruction on Thai Primary Students’ English Reading Ability. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 146-175.
Maneekhao, K., & Tepsuriwong, S. (2016). A study of Thai students’ opinions on books for extensive reading.
Songklanakarin Journal of Social Science and Humanities, 22(2), 181-211.
Mesureur, G. (2013). An evaluation of ESL reading efficiency and motivation using e-book vs. printed book. In S. Miles & M. Brierley (Eds.), Extensive Reading World Congress Proceedings (pp.280-290). Extensive Reading Foundation.
Milliner, B., & Cote, T. (2015). One year of extensive reading on mobile devices: engagement and impressions. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 404-409). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/
rpnet.2015.000366
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37.
Nation, P., & Wang, K. M. (1999). Extensive reading and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
Nation, P., & Waring, R. (2020). Teaching extensive reading in another language. Routledge.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Heinemann.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: Theory, research and implementation. TEFLIN Journal, 30(2), 171-186. http://dx.doi.org/10.15639/teflinjournal. v30i2/171-186
Patanasorn, C. (2013). Integrating extensive reading into a regular curriculum in an EFL context. Thailand Science Research and Innovation. http://digital.library.tu.ac.th/tu_dc/frontend/ Info/item/dc:64684
Paungmaliwan, P. (2005). Enhancing reading comprehension, vocabulary recognition and attitude towards extensive reading: A case study of the first-year English majors in the academic year 2004 at Nakhon Ratchasima Rajabhat University. [Unpublished master’s thesis]. Suranaree University of Technology.
Porkaew, K., & Fongpaiboon, A. (2018). Effects of extensive reading on Thai tertiary students’ reading attitudes. Arab World Englishes Journal (AWEJ), 9(1), 207-219. https://dx.doi.org/ 10.24093/awej/vol9no1.15
Pratontep, C. (2007). The effects of extensive reading and levels of reading proficiency on Thai university students’ English reading comprehension using a self-regulated learning framework. [Unpublished doctoral dissertation]. Department of English as an In ternational Language, Chulalongkorn University.
Renandya, W. A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. Willy Renandya. https://willyrenandya.com/the-primacy-of-extensive-reading-and-listening/
Renandya, W. A., Hidayati, M., & Ivone, F. M. (2020). Top ten implementation issues. Willy Renandya. https://willyrenandya.com/extensive-reading-top-ten-implementation-issues/
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya & H. P. Widodo (Eds.), English Language Teaching Today, English Language Education Vol. 5 (pp.97-110). Springer International Publishing. https://doi.org/10.1007/ 978-3-319-38834-2_8
Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247.
Satitporn, N. (1995). An experimental study of the role of extensive reading on the ability to acquire vocabulary and motivation of M5 students at Thawangphapittayakom School in Nan Province. [Unpublished master’s thesis]. Mahidol University.
Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
Tamrackitkun, K. (2010). Extensive reading: An empirical study of its effects on EFL Thai s tudents’ reading comprehension, reading fluency and attitudes [Doctoral Dissertation, University of Salford]. University of Salford Institutional Repository. http://usir.salford.ac.uk/id/eprint/11924/1/Thesis.pdf
Tien, C. (2015). A large-scale study on extensive reading program for non- English majors: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46-54.
Tran, Y. (2018). The benefits of extensive reading for EFL Vietnamese learners. Journal of Extensive Reading, 64-72.
Uraiman, Y. (2011). Developing secondary school students’ reading ability and motivation using an extensive reading program. [Master’s project, Srinakharinwirot University]. Srinakharinwirot University Repository. http://thesis.swu.ac.th/swuthesis/Eng(M.A.)/Yutha na_U.pdf
Waring, R., & McLean, S. (2015). Exploration of the core and variable dimensions of extensive reading research and pedagogy. Reading in a Foreign Language, 27(1), 160-167.
Wisaijorn, P. (2017). Effects of extensive reading on Thai university students. PASAA PARITAT Journal, 32, 29-62.
Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36(4),661-672. https://doi.org/10.1016/j.system.2008.04.003
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Yang, Y. H., Chu, H. C., & Tseng, W. T. (2021). Text difficulty in extensive reading: Reading comprehension and reading motivation. Reading in a Foreign Language, 25(1), 78-102.
Zhou, J., & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125.
Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26(1), 29-48.
Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16.
Bui, T. N., & Macalister, J. (2021). Online extensive reading in an EFL context: Investigating reading fluency and perceptions. Reading in a Foreign Language, 33(1), 1-29.
Charumanee, N. (2014). Idea sharing: The use of read-share-act to promote extensive reading. PASAA: Journal of Language Teaching and Learning in Thailand, 47, 183-198.
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instruction model on Thai EFL undergraduate students’ learner autonomy. LEARN Journal: Language Education and Acquisition Research Network Journal, 12(2), 76-96.
Chen, C. N., Chen, S. C., Chen, S. H. E., & Wey, S. C. (2013). The effect of extensive reading via e-books on tertiary level EFL students’ perceptions of reading aptitude, reading comprehension and vocabulary. Turkish Online Journal of Educational Technology, 12(2), 303-312.
Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and perceptions. IALLT Journal of Language Learning Technology, 45(1), 70-90. https://doi.org/10.17161/iallt.v45i1.8550
Davis, C. (1995). Extensive reading: An expensive extravagance? ELT Journal, 49(4), 329-336.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Dörnyei, Z. (2007). Researching methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Extensive Reading Foundation. (2011). The Extensive Reading Foundation’s guide to extensive reading. ER Foundation. https://erfoundation.org/wordpress/guides/
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Gray, D. E. (2014). Doing research in the real world. (3rd ed.). SAGE Publications Ltd.
He, M. (2014). Does extensive reading promote reading speed? The Reading Matrix, 14, 16-25.
Huang, H. (2013). E-reading and e-discussion: EFL learners’ perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Huang, L., & Lin, C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33.
Jeon, E. Y., & Day, R. R. (2016). The effective of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Khansir, A., & Dehghani, N. (2015). The impact of extensive reading on grammatical mastery of Iranian EFL learners. Theory and Practice in Language Studies, 5(7), 1501-1507.
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2), 192-212.
Kirin, W. (2010). Effects of extensive reading on students’ writing ability in an EFL class. The Journal of Asia TEFL, 7(1), 285-308.
Lee, J., Schallert, D., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38-50.
Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78(2014), 48-59.
Macalister, J. (2015). Guidelines or commandments? Reconsidering core principles in extensive reading. Reading in a Foreign Language, 27(1), 122-128.
Maipoka, S., & Soontornwipast, K. (2021). Effects of intensive and extensive reading instruction on Thai Primary Students’ English Reading Ability. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 146-175.
Maneekhao, K., & Tepsuriwong, S. (2016). A study of Thai students’ opinions on books for extensive reading.
Songklanakarin Journal of Social Science and Humanities, 22(2), 181-211.
Mesureur, G. (2013). An evaluation of ESL reading efficiency and motivation using e-book vs. printed book. In S. Miles & M. Brierley (Eds.), Extensive Reading World Congress Proceedings (pp.280-290). Extensive Reading Foundation.
Milliner, B., & Cote, T. (2015). One year of extensive reading on mobile devices: engagement and impressions. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 404-409). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/
rpnet.2015.000366
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37.
Nation, P., & Wang, K. M. (1999). Extensive reading and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
Nation, P., & Waring, R. (2020). Teaching extensive reading in another language. Routledge.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Heinemann.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: Theory, research and implementation. TEFLIN Journal, 30(2), 171-186. http://dx.doi.org/10.15639/teflinjournal. v30i2/171-186
Patanasorn, C. (2013). Integrating extensive reading into a regular curriculum in an EFL context. Thailand Science Research and Innovation. http://digital.library.tu.ac.th/tu_dc/frontend/ Info/item/dc:64684
Paungmaliwan, P. (2005). Enhancing reading comprehension, vocabulary recognition and attitude towards extensive reading: A case study of the first-year English majors in the academic year 2004 at Nakhon Ratchasima Rajabhat University. [Unpublished master’s thesis]. Suranaree University of Technology.
Porkaew, K., & Fongpaiboon, A. (2018). Effects of extensive reading on Thai tertiary students’ reading attitudes. Arab World Englishes Journal (AWEJ), 9(1), 207-219. https://dx.doi.org/ 10.24093/awej/vol9no1.15
Pratontep, C. (2007). The effects of extensive reading and levels of reading proficiency on Thai university students’ English reading comprehension using a self-regulated learning framework. [Unpublished doctoral dissertation]. Department of English as an In ternational Language, Chulalongkorn University.
Renandya, W. A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. Willy Renandya. https://willyrenandya.com/the-primacy-of-extensive-reading-and-listening/
Renandya, W. A., Hidayati, M., & Ivone, F. M. (2020). Top ten implementation issues. Willy Renandya. https://willyrenandya.com/extensive-reading-top-ten-implementation-issues/
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya & H. P. Widodo (Eds.), English Language Teaching Today, English Language Education Vol. 5 (pp.97-110). Springer International Publishing. https://doi.org/10.1007/ 978-3-319-38834-2_8
Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247.
Satitporn, N. (1995). An experimental study of the role of extensive reading on the ability to acquire vocabulary and motivation of M5 students at Thawangphapittayakom School in Nan Province. [Unpublished master’s thesis]. Mahidol University.
Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
Tamrackitkun, K. (2010). Extensive reading: An empirical study of its effects on EFL Thai s tudents’ reading comprehension, reading fluency and attitudes [Doctoral Dissertation, University of Salford]. University of Salford Institutional Repository. http://usir.salford.ac.uk/id/eprint/11924/1/Thesis.pdf
Tien, C. (2015). A large-scale study on extensive reading program for non- English majors: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46-54.
Tran, Y. (2018). The benefits of extensive reading for EFL Vietnamese learners. Journal of Extensive Reading, 64-72.
Uraiman, Y. (2011). Developing secondary school students’ reading ability and motivation using an extensive reading program. [Master’s project, Srinakharinwirot University]. Srinakharinwirot University Repository. http://thesis.swu.ac.th/swuthesis/Eng(M.A.)/Yutha na_U.pdf
Waring, R., & McLean, S. (2015). Exploration of the core and variable dimensions of extensive reading research and pedagogy. Reading in a Foreign Language, 27(1), 160-167.
Wisaijorn, P. (2017). Effects of extensive reading on Thai university students. PASAA PARITAT Journal, 32, 29-62.
Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36(4),661-672. https://doi.org/10.1016/j.system.2008.04.003
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Yang, Y. H., Chu, H. C., & Tseng, W. T. (2021). Text difficulty in extensive reading: Reading comprehension and reading motivation. Reading in a Foreign Language, 25(1), 78-102.
Zhou, J., & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125.