Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682718
Title: A comparison of the impact of extensive and intensive reading approaches on the reading fluency, vocabulary knowledge and reading attitude of Korean secondary EFL learners
Author: Park, A. Young
ISNI:       0000 0004 5914 6450
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
The Extensive Reading (ER) approach encourages learners to read large amounts of easy-to-understand material based on their individual interests and reading level. Although a number of empirical studies have confirmed the positive impact of ER on English as a Foreign Language (EFL) learners at tertiary educational institutions, few studies have focused on EFL learners at secondary schools. Exploring whether the ER approach can demonstrate a positive impact on secondary school EFL learners is of particular practical interest, since these learners are generally considered to be 'slow readers ' who have just begun reading in English. Situated in the Korean EFL secondary context, this quasi-experimental study compares the impact of ER with that of the conventional Intensive Reading (JR) approach on learners' reading fluency, vocabulary knowledge and reading attitude. Unlike the ER approach, JR primarily focuses on close translation or analysis of relatively short reading materials that are used to exemplify specific aspects of vocabulary and grammar. Furthermore, the current study investigates how the ER and IR approaches impact on secondary EFL learners at each proficiency level - advanced, intermediate and low. One class of 36 students participated in a 12-week ER course, while another class of37 paJ1icipated in a 12-week IR course. The findings showed that the ER approach has a significantly more positive overall effect on secondary EFL learners' reading fluency, vocabulary knowledge and reading attitude than the IR approach. Moreover, the findings revealed that learners at different English proficiency levels benefit differently from ER and IR in reading fluency and vocabulary knowledge. That is, advanced and intermediate level learners benefit more from the ER approach, while low level learners benefit more from the IR approach. These results reveal that learners' proficiency significantly affects their reading fluency and vocabulary knowledge but not their reading attitude. More specifically, advanced and intermediate level learners benefit more from the ER approach in relation to their reading fluency and vocabulary knowledge development, while low level learners benefit more from the IR approach.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.682718  DOI: Not available
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