6,443
Views
6
CrossRef citations to date
0
Altmetric
Research Article

Why don’t they do it? A study on the implementation of extensive reading in Taiwan

| (Reviewing Editor)
Article: 1099187 | Received 07 Mar 2015, Accepted 18 Sep 2015, Published online: 16 Oct 2015

References

  • Adams, M. J. (1998). Beginning to read: Thinking and learning about print (11th ed.). Cambridge, MA: Massachusetts Institute of Technology.
  • Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15, 83–102.
  • Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher Online. Retrieved March 18, 2015, from http://jalt-publications.org/old_tlt/files/97/may/extensive.html
  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–7. Retrieved January 29, 2015, from http://www.readingmatrix.com/articles/bell/article.pdf
  • Bell, T. G. (1998). Extensive reading: Why? And how? Internet TESL Journal, IV(12). Retrieved February 6, 2015, from http://www.aitech.ac.jp/`iteslj/Articles/Bell-Reading.html
  • Carrell, P. L., Devine, J., & Eskey, D. E. (2000). Interactive approaches to second language reading (1st ed.). Cambridge: Cambridge University Press.
  • Collins Cobuild Advanced Dictionary of American English (1st ed.). (2007). Boston, MA: Thomson Heinle.
  • Constinito, R. (1995). Learning to read in a second language doesn’t have to hurt: The effect of pleasure reading. Journal of Adolescent & Adult Literacy, 39, 68–69.
  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
  • Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136–141.
  • Day, R. R., & Bamford, J. (2009). Extensive reading in the second language classroom (9th ed.). Cambridge: Cambridge University Press.
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375–406.
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice (2nd ed.). Cambridge: Cambridge University Press.
  • Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 187–203). Boston, MA: Heinle.
  • Green, C. (2005). Integrating extensive reading in the task-based curriculum. ELT Journal, 59, 306–311.10.1093/elt/cci059
  • Guo, S. C. (2012). Using authentic materials for extensive reading to promote English proficiency. English Language Teaching, 5, 196–206.
  • Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43, 4–13.10.1093/elt/43.1.4
  • Haider, M. Z., & Akhter, E. (2012). Extensive reading in EFL classroom at secondary schools in Bangladesh: Current practices and future possibilities. International Education Studies, 5, 126–133.
  • Harmer, J. (2007). How to teach English. Essex: Pearson.
  • Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30, 114–132.10.1177/003368829903000207
  • Hedge, T. (1985). Using readers in language teaching. Hertfordshire: Modern English.
  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
  • Hitosugi, C., & Day, R. R. (2004). Extensive reading in Japanese. Reading in a Foreign Language, 16, 20–30.
  • Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20, 70–91.
  • Jacobs, G., & Gallo, P. (2002). Reading alone together: Enhancing extensive reading via student–student cooperation in second-language instruction. Retrieved December 7, 2014, from http://www.readingonline.org/articles/art_index.asp?HREF=jacobs/index.html
  • Jacobs, G. M., Davis, C., & Renandya, W. A. (1997). Successful strategies for extensive reading (1st ed.). Singapore: SEAMEO Regional Language Centre.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. Beverly Hills, CA: Laredo Publishing.
  • Krashen, S. (1994). The input hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45–77). London: Academic Press.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
  • Krashen, S. D. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
  • Leung, C. Y. (2002). Extensive reading language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language, 14, 66–81.
  • Macalister, J. (2010). Investigating teacher attitudes to extensive reading practices in higher education: Why isn’t everyone doing it? RELC Journal, 41, 59–75.10.1177/0033688210362609
  • Maley, A. (2009). Extensive reading: Why it is good for our students and for us. Retrieved July 9, 2015, from https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us
  • Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91–102.10.1016/S0346-251X(96)00063-2
  • Mckenna, M. C., Ellsworth, R. A., & Kear, D. (1995). Children’s attitude toward reading: A national survey. Reading Research Quarterly, 30, 934–957.
  • Mikulecky, B. (1990). A short course in teaching reading skills (1st ed.). Reading, MA: Addison-Wesley.
  • Nakanishi, T., & Ueda, A. (2011). Extensive reading and the effect of shadowing. Reading in a Foreign Language, 23(1), 1–16.
  • Nuttall, C. (2005). Teaching reading skills in a foreign language (1st ed.). Oxford: Macmillan.
  • Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5, 28–42.
  • Renandya, W. A., & Jacobs, G. M. (2008). Extensive reading: Why aren’t we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (11th ed., pp. 295–302). Cambridge: Cambridge University Press.
  • Richards, J. C., & Schmit, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Longman: Pearson Education.
  • Safaeia, L. A., & Bulca, M. (2013). Extensive reading and creative practices. Retrieved February 4, 2015, from http://www.sciencedirect.com/science/article/pii/S1877042813000980#
  • Sheu, P. H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36, 8–26.
  • Sheu, P. H. (2004). The effects of extensive reading on learners' reading ability development. Journal of National Taipei Teachers College, 17, 213–228.
  • Susser, B., & Robb, T. (1990). EFL extensive reading instruction: Research and procedure. JALT Journal, 12, 161–185.
  • Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19(1), 1–21.
  • Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix, 7, 115–131.
  • Williams, R. (1986). “Top ten” principles for teaching reading. ELT Journal, 40, 42–45.10.1093/elt/40.1.42
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1–19.
  • Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661–672.10.1016/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, 248–263.
  • Yang, A. (2001). Reading and the non-academic learner: A mystery solved. System, 29, 451–466.10.1016/S0346-251X(01)00038-0