Student Reactions to Extensive Reading: A Comparison of Three Japanese University English Classes

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  • 多読に対する学生の反応：大学の英語授業3クラス間の比較

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[Abstract] This study explored the following research questions in English classes at a university in Japan: Are there any differences among student reactions to Extensive Reading (ER) in three different classes？ If so, what kinds of differences are apparent？ Student reactions were collected through questionnaire surveys from two Science Engineering major classes, where out-of-class ER assignments were given, and one Arts major class, in which in-class ER activities were done. In addition to the students' responses to the surveys, the teacher's records of students' out-of-class work (i.e., book reports) and of observation of students' engagement in in-class reading activities were examined. The findings of this study included the following: (1) Even students with similar backgrounds showed different reactions to ER; and (2) students showed different reactions to ER when the required ER assignments or activities were different. The study suggests that it is important to help students to develop the habit of reading extensively from the very beginning of the academic year, and that in-class reading activities can serve as an effective trigger for students to begin experiencing the joy of reading. These activities seem especially beneficial for less motivated students who are not willing to study outside the class.

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