EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS
Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the...
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| Format: | Article |
| Language: | English |
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Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2022-11-01
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| Series: | TEFLIN Journal |
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| Online Access: | https://journal.teflin.org/index.php/journal/article/view/1675 |
| _version_ | 1797784105703702528 |
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| author | Jiraporn Dhanarattigannon |
| author_facet | Jiraporn Dhanarattigannon |
| author_sort | Jiraporn Dhanarattigannon |
| collection | DOAJ |
| description | Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER. |
| first_indexed | 2024-03-13T00:35:24Z |
| format | Article |
| id | doaj.art-d8759f1f3171426fac0564c579cca944 |
| institution | Directory Open Access Journal |
| issn | 0215-773X 2356-2641 |
| language | English |
| last_indexed | 2024-03-13T00:35:24Z |
| publishDate | 2022-11-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj.art-d8759f1f3171426fac0564c579cca9442023-07-10T06:48:26ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412022-11-0133210.15639/teflinjournal.v33i2/240-256363EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERSJiraporn Dhanarattigannon0Kasersart UniversityExtensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER.https://journal.teflin.org/index.php/journal/article/view/1675Extensive readingSRA Reading LaboratoryReading reflective journalsEFLStruggling learnersPositive impacts of SRA and RRJ |
| spellingShingle | Jiraporn Dhanarattigannon EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS TEFLIN Journal Extensive reading SRA Reading Laboratory Reading reflective journals EFL Struggling learners Positive impacts of SRA and RRJ |
| title | EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS |
| title_full | EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS |
| title_fullStr | EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS |
| title_full_unstemmed | EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS |
| title_short | EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS |
| title_sort | effects of additive extensive reading on struggling thai university learners |
| topic | Extensive reading SRA Reading Laboratory Reading reflective journals EFL Struggling learners Positive impacts of SRA and RRJ |
| url | https://journal.teflin.org/index.php/journal/article/view/1675 |
| work_keys_str_mv | AT jiraporndhanarattigannon effectsofadditiveextensivereadingonstrugglingthaiuniversitylearners |