A three-year longitudinal study of in-class sustained silent reading with Taiwanese vocational college students
DOI:
https://doi.org/10.25170/ijelt.v5i1.1561Keywords:
in-class sustained silent reading, vocational college students, Hawthorne effect, in-school self-selected readingAbstract
This study examined the effects of three years of in-class sustained silent reading with a group of vocational college students in Taiwan. Readers outperformed comparisons on tests administered after one semester and increased their advantage on tests given at the end of the first year. The gap between the groups narrowed the second year, but readers maintained their superiority at the end of the second and third year. The initial gains were probably due, in part, to the Hawthorne Effect. It is likely that the progress made in the second and third year were more modest, because of external demands on students’ time, which limited the amount of reading students could do outside of class. Overall, the results clearly support the practice of in-school self-selected reading.
References
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Lee, S. Y. (2005b). Facilitating and inhibiting factors on EFL writing: A model testing with SEM. Language Learning, 55 (2), 335-374.
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Liu, C. K. (2007). What role self-selected reading can play in Freshman English Classes. Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
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Nation, P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Sheu, P. H. (2004). The effect of extensive reading on learner’s reading ability development. Journal of National Taipei Teachers College, 17 (2), 213-228.
Smith, F. (1983). Essays into Literacy. Portsmouth, NH: Heinemann.
Smith, K. (2007). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
Cohen (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ.: Lawrence Erlbaum Associates.
Goodman, K. (1982). ‘Language, literacy and learning’. Language and literacy: The selected writings of Kenneth S. Goodman. London: Routledge.
Hsu, Y. Y., & Lee, S. Y. (2005). Does extensive reading also benefit junior college students in vocabulary acquisition and reading ability? Proceedings of the 22nd International Conference in English Teaching and Learning.
Hsu, Y. Y., & Lee, S. Y. (2007). Extensive reading and EFL junior college in Taiwan. Studies of English Language and Literature, 20, 137-145.
Huang, C. C. (2003). An investigation into vocational senior high school students’vocabulary knowledge and reading comprehension. Studies in English Language and Literature, 12, 39-58.
Jacobs, H. L., Zingraf, S. A., Wormuth, D. R., Hartfield, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, Mass: Newbury House.
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice Hall.
Krashen, S. (2004). The Power of Reading. (2nd ed.). Portsmouth, NH: Heinemann.
Lee, S. Y. (2005a). How robust is in-class sustained silent reading? Studies in English Language and Literature, 15, 65-76.
Lee, S. Y. (2005b). Facilitating and inhibiting factors on EFL writing: A model testing with SEM. Language Learning, 55 (2), 335-374.
Lee, S. Y. (2007). Revelations from Three Consecutive Studies on Extensive Reading. Regional English Language Center (RELC) Journal, 38 (2), 150-170.
Lee, S. Y., & Hsu, Y. Y. (2007). Does extensive reading work with vocational college students? Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
Liu, C. K. (2007). What role self-selected reading can play in Freshman English Classes. Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
Mason, B. (2003). Sufficiency of extensive reading on the development of grammatical accuracy. Unpublished doctoral dissertation, Temple University, Tokyo.
Mason, B. (2005) Vocabulary Acquisition through Storytelling. TexTESOL III Newsletter. February, 3-5.
Nation, P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Sheu, P. H. (2004). The effect of extensive reading on learner’s reading ability development. Journal of National Taipei Teachers College, 17 (2), 213-228.
Smith, F. (1983). Essays into Literacy. Portsmouth, NH: Heinemann.
Smith, K. (2007). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
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2009-05-31
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