Motivating repeated readers in an Extensive Reading class: A critical reflection on course design
DOI:
https://doi.org/10.25170/ijelt.v12i2.1475Keywords:
Extensive Reading (ER), reading fluency, task-based syllabus, course design evaluation, teaching reflectionAbstract
Studies illustrating the effectiveness of ER in facilitating learners' development in reading fluency, speed and vocabulary have been reported in different contexts. However, studies exploring the extent to which ER accommodates repeated readers are almost absent from the literature. It is in this light that this paper proposes a number of motivating tasks that teachers may use to teach ER as a course. The present paper illustrates the task-based syllabus I developed for repeated readers. I will describe the series of motivating tasks and explain the rationale behind each.
References
Bamford, J. & Day, R.R. (2004). (Ed.). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
Coulson, D. (2005). Collaborative tasks for cross-cultural communication. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 127-138) New York: Palgrave Macmillan.
Cropley, A. & Cropley, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations. Cresskill, NJ: Hampton Press.
Day, R.R. & Bemford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Dörney, Z. (2001). Teaching and researching motivation. London: Longman.
Ellis, R. (2011). Macro- and micro-evaluations of task-based teaching. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 212-235). (2nd ed.). Cambridge: Cambridge University Press.
Essig, W. (2005). Storytelling: Effects of planning, repetition and context. In C. Edwards and J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 201- 213) New York: Palgrave Macmillan.
Feez, S. (1998). Text-based syllabus design. Sydney: National Center for English Teaching and Research.
Gardiner, S. (2001). Ten minutes a day for silent reading. Educational Leadership, 59(2), 32-35.
Goodlad, J. (1983). A place called school. New York: McGraw-Hill.
Green , C. (2005). Integrating extensive reading in task-based curriculum. ELT Journal, 59(4), 306-311.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, Essex: Pearson Education.
Hobbs, J. (2005). Interactive lexical phrases in pair interview tasks. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 143-156) New York: Palgrave Macmillan.
Johnston, C. (2005). Fighting fossilization: Language at the task versus report stages. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 143-156) New York: Palgrave Macmillan.
Leung, C.Y. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language, 14(1), 66-81.
Lituanas, P.M., Jacobs, G.M., & Renandya, W.A. (1999). A study of extensive reading with remedial reading students. In Y.M. Cheah & S.M.Ng (Eds.), Language instructional issues in Asian classrooms (pp. 89-104). Newark, DE: International Development in Asia Committee, International Reading Association.
Mason, B. (2010). Comprehension is the key to efficient foreign language education. Bulletin of Shitennoji University, 49, 1-13. Retrieved February 11, 2011 from www.benikomason.net.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5(2), 28-42.
Seow, A. (1999). What do we really want out of USSR? Teaching of English Language and Literature (TELL) Journal, 15(2), 1-4.
Sheehan, R. (2005). Language as topic: Learner-teacher investigation of concordances. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 50-57) New York: Palgrave Macmillan.
Siah, P. & Kwok, W. (2010). The value of reading and the effectiveness of sustained silent reading. The Clearing House, 83, 168-174.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.
Van deusen, B. (2011). A micro-evaluation of five tasks for extensive reading. An unpublished MA Thesis. Birmingham, UK: College of Arts and Law, University of Birmingham.
Widodo, H.P. (2008). Extensive reading in an ESL class in the United States: Some good points. Reflections on English Language Teaching, 7(1), 71-76.
Coulson, D. (2005). Collaborative tasks for cross-cultural communication. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 127-138) New York: Palgrave Macmillan.
Cropley, A. & Cropley, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations. Cresskill, NJ: Hampton Press.
Day, R.R. & Bemford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Dörney, Z. (2001). Teaching and researching motivation. London: Longman.
Ellis, R. (2011). Macro- and micro-evaluations of task-based teaching. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 212-235). (2nd ed.). Cambridge: Cambridge University Press.
Essig, W. (2005). Storytelling: Effects of planning, repetition and context. In C. Edwards and J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 201- 213) New York: Palgrave Macmillan.
Feez, S. (1998). Text-based syllabus design. Sydney: National Center for English Teaching and Research.
Gardiner, S. (2001). Ten minutes a day for silent reading. Educational Leadership, 59(2), 32-35.
Goodlad, J. (1983). A place called school. New York: McGraw-Hill.
Green , C. (2005). Integrating extensive reading in task-based curriculum. ELT Journal, 59(4), 306-311.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, Essex: Pearson Education.
Hobbs, J. (2005). Interactive lexical phrases in pair interview tasks. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 143-156) New York: Palgrave Macmillan.
Johnston, C. (2005). Fighting fossilization: Language at the task versus report stages. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 143-156) New York: Palgrave Macmillan.
Leung, C.Y. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language, 14(1), 66-81.
Lituanas, P.M., Jacobs, G.M., & Renandya, W.A. (1999). A study of extensive reading with remedial reading students. In Y.M. Cheah & S.M.Ng (Eds.), Language instructional issues in Asian classrooms (pp. 89-104). Newark, DE: International Development in Asia Committee, International Reading Association.
Mason, B. (2010). Comprehension is the key to efficient foreign language education. Bulletin of Shitennoji University, 49, 1-13. Retrieved February 11, 2011 from www.benikomason.net.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5(2), 28-42.
Seow, A. (1999). What do we really want out of USSR? Teaching of English Language and Literature (TELL) Journal, 15(2), 1-4.
Sheehan, R. (2005). Language as topic: Learner-teacher investigation of concordances. In C. Edwards & J. Wills (eds.), Teachers Exploring Tasks in English Language Teaching (pp. 50-57) New York: Palgrave Macmillan.
Siah, P. & Kwok, W. (2010). The value of reading and the effectiveness of sustained silent reading. The Clearing House, 83, 168-174.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.
Van deusen, B. (2011). A micro-evaluation of five tasks for extensive reading. An unpublished MA Thesis. Birmingham, UK: College of Arts and Law, University of Birmingham.
Widodo, H.P. (2008). Extensive reading in an ESL class in the United States: Some good points. Reflections on English Language Teaching, 7(1), 71-76.
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2017-10-31
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