Do EFL students like graded readers?
DOI:
https://doi.org/10.25170/ijelt.v5i2.1558Keywords:
Graded readers, English as a Foreign language, reading materialAbstract
Graded readers are widely used in English as a foreign language programs, but we have little information about whether students find them interesting. In this study, 14 to 16 year old students of English as a foreign language in Taiwan were asked to evaluate the readers they had read. Overall, 41% found the books to be interesting, and 24% did not, but only 4% strongly agreed that the books were interesting. This is an encouraging result, but if our goal is to help students find truly compelling reading material, we will have to look elsewhere for additional reading material.
References
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Lee, S.Y. (2005). Sustained silent reading using assigned reading: Is comprehensible input enough? The International Journal of Foreign Language Teaching, 1(4), 10-12.
Lee, S.Y. (2006). A one-year study of SSR: University EFL students in Taiwan. The International Journal of Foreign Language Teaching, 2(1), 6-8.
Lee, S.Y. (2007). Revelations from three consecutive studies on extensive reading. RELC Journal, 38, 150-170.
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Mason, B. (2010). Research on hearing stories and free reading in Japan: A Progress Report. The International Journal of Foreign Language Teaching, 5(2), 7-10.
Sheu, S.P-H. (2004). Students' reflections on the physical features of EFL graded readers. TESL Reporter, 37(1), 18-33.
Smith, K. (2006). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. International Journal of Foreign Language Teaching 2(2): 12-15.
Wang, F.Y., & Lee, S.Y. (2007). Storytelling is the bridge. The International Journal of Foreign Language Teaching, 3(2), 30-35.
Williams, E. (2007). Extensive reading in Malawi: Inadequate implementation or inappropriate innovation? Journal of Research in Reading, 30(1), 59-79.
Bamford, J., & Day, R. (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
Cho, K.S. (2010). A decade of reading research in Korea: A progress report. The International Journal of Foreign Language Teaching, 5(2), 15-17.
Csikszentmihalyi , M. (1992). Flow: The psychology of optimal experience. New York: Harper Perennial
Kitao, K., Yamamoto, M., Kitao, S.K., & Shimatani, H. (1990). Independent reading in English – Use of grade readers in the library English as a second language corner. Reading in a Foreign Language, 6(2), 383-398.
Krashen, S. (2004). The power of reading. Portsmouth: Heinemann and Westport.
Krashen, S. (2007). Hypotheses about free voluntary reading. In J. Myers and J. Linzmeier, (Eds.), The Proceedings of the 2007 International Conference and Workshop on TEFL & Applied Linguistics, (pp. 656-658). Department of Applied English, Ming Chuan University, Taiwan. Taipei: Crane Publishing Company.
Lee, S.Y. (2005). Sustained silent reading using assigned reading: Is comprehensible input enough? The International Journal of Foreign Language Teaching, 1(4), 10-12.
Lee, S.Y. (2006). A one-year study of SSR: University EFL students in Taiwan. The International Journal of Foreign Language Teaching, 2(1), 6-8.
Lee, S.Y. (2007). Revelations from three consecutive studies on extensive reading. RELC Journal, 38, 150-170.
Liu, C.K. (2005). Self-selected reading effects significant gains in vocabulary size and reading comprehension. Paper presented at English Teachers Association (ETA-ROC) Conference. Taipei, Taiwan. November, 2005.
Mason, B. (2010). Research on hearing stories and free reading in Japan: A Progress Report. The International Journal of Foreign Language Teaching, 5(2), 7-10.
Sheu, S.P-H. (2004). Students' reflections on the physical features of EFL graded readers. TESL Reporter, 37(1), 18-33.
Smith, K. (2006). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. International Journal of Foreign Language Teaching 2(2): 12-15.
Wang, F.Y., & Lee, S.Y. (2007). Storytelling is the bridge. The International Journal of Foreign Language Teaching, 3(2), 30-35.
Williams, E. (2007). Extensive reading in Malawi: Inadequate implementation or inappropriate innovation? Journal of Research in Reading, 30(1), 59-79.
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2009-10-31
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