Extensive Reading and Motivation

Extensive reading (ER) is regarded as an effective method by which English language learners can make substantial gains in reading fluency and overall language acquisition. For language teachers, however, the actual implementation of ER in curricula has proved very challenging. Responding to three issues: establishing accountability, providing appropriate reading assistance, and ensuring students are reading large quantities of text, the authors will report on the implementation of two online ER management systems. The online reading support systems were utilized by two senior high-school classes as part of a university bridging program in the Center for English as a Lingua Franca (CELF) at Tamagawa University. One class (n=24) read paperback graded readers (GR) and completed online quizzes using M-Reader®, the second class (n=20) read e-books and completed post-reading quizzes using the Xreading® platform. Despite beginner-level English language skills, those students who read e-books were able to read significantly more and displayed a slightly more positive perception of extensive reading at the end of the course. This study aims to contribute to the discussion on how ER can be effectively incorporated into an English language program.
(186 words)

要旨
多読は学習者の読解スピードを向上させ言語習得を促進する有効な方法としてみなされている。しかし、教員にとって多読の実施が困難であるということも認められている。筆者は二つのオンライン多読システムの実用について報告をし、説明責任の確立、適切なリーディング支援の提供、文章量の確保の三点の問題に言及する。オンライン多読システムはELF (English as a lingua franca) センターの高大連携プログラム内の二つの高学年の授業において使用された。そのうちの一つの授業では、24人の生徒が学習者用のペーパーバックを読み、その後M-Reader®を使用してオンラインテストを受けた。もう一つの授業では、20人の生徒が電子書籍を読み、その後Xreading®を使用してオンラインテストを受けた。初級レベルの英語能力にも関わらず、電子書籍を読んだ生徒はより多くの量を読むことができ、多読に対してより肯定的な態度を示した。本研究はどのように多読が効果的に英語教育プログラムに使用されるかについての議論に貢献するものである。

M-reader is a free online aid which
enables teachers to verify that students doing extensive reading (ER) have understood graded reader books. This is achieved by students taking online quizzes. Established with the help of the Japanese Ministry of Education, M-reader is now used in 26 countries. Additive ER (exten- sive reading done outside class time) can only be widely used if effective measures are taken to ensure student accountability without overloading teachers or taking too much class time (Robb and Kano, 2013). M-reader satisfies these requirements, while recording the number of books and the number of words read.
要旨
M-Readerは、学生が多読(ER)を行う際にグレ イ デ ッ ト リ ー ダ ー ズ の 内 容 を 理 解 し て い る か を 、教 師 が 確 認 す る た め の 無 料 オ ン ラ イ ン プ ロ グ ラムで あ る 。そ の 方 法 は 、学 生 が 読 ん だ 本 に 関 す る オ ン ラ イ ン ク イ ズ を 行 う こ と で な さ れ る 。日 本 の 文 部 科 学 省 の 支 援 を 受 け て 設 立 さ れ 、現 在 、2 6 か 国 で 使 用 さ れ て い る 。追 加 的 な 多 読( 授 業 外 で 行 わ れ る多読)は、教師の負担になりすぎず、授業時間も 削 る こ と な く 、学 生 の 責 務 を 確 保 で き る 効 果 的 な 評価方法があってこそ、広く使われうる手法である (Robb and Kano 2013)。M-Readerは、読んだ 本 の 数 と 単 語 数 を 記 録 す る だ け で な く 、こ れ ら の 有益な要件を満たしているプログラムである。

Smartphones, and their potential applications for mobile assisted language learning (MALL), signal a shift in classroom paradigms. Given the ubiquity of smartphones and the increasing availability of digitized text, the reading experience for second language learners is one domain susceptible to change and new opportunities. Research into extensive reading (ER) through the medium of mobile devices is only an emerging area of study in the English as a Lingua Franca (ELF) classroom. This paper will report on the initial stages of an ongoing pilot test of X- Reading® (<www.xreading.com>), a new learning management system (LMS) devoted specifically to extensive reading at a private university in Tokyo, Japan. Participants in this study have access to a virtual library of graded readers and are being explicitly asked to read on their mobile devices. This paper reports on pre-pilot questionnaire data and it compares students’ word-per-minute and reading comprehension tests scores for reading on their personal mobile devices and a paperback book. Readers can learn about the implementation of X- Reading® in a university ELF program, reflect on student attitudes towards reading digitally and consider the challenges in implementing a digital extensive reading component whereby students are asked to read on their personal electronic devices.

Despite the well-recognized benefits of student engagement with extensive reading (ER) (see Krashen, 2009), many teachers struggle with its implementation. Key issues in ER implementation include the cost of establishing and maintaining a graded reader library (Bamford & Day, 1998; Hinkelman, 2013), keeping students accountable for their reading (Campbell & Weatherford, 2013; Robb & Kano, 2013), and most importantly, finding the time to oversee the ER component, especially if it is extensive reading done outside of class (Robb & Kano, 2013). The release of Xreading <www.xreading.com> represents a technology-based solution to these and many other challenges teachers face when implementing an ER program. This article will introduce the web-based program and reflect on some observations of its implementation in the English as a Lingua Franca (ELF) program at Tamagawa University.

Extensive reading (ER) is regarded as an effective method by which English language learners can make substantial gains in reading fluency and overall language acquisition. For language teachers, however, actual implementation of ER into curricula has proved daunting. In response to three ER management issues: establishing accountability, providing appropriate assistance, and ensuring students are reading large quantities of text, the authors will report on the implementation of two online ER management systems designed to overcome these hurdles - Xreading® and M-Reader. These online reading support systems were utilized by two senior high-school classes studying in a university bridging program. One class (n=24) read paperback graded readers (GR) but completed online quizzes provided by M-Reader®; the second class (n=20), using the Xreading® platform entirely, read e-books on their smartphones or personal computers and completed online post-reading quizzes. Despite beginner-level English language skills, those students who read e-books were able to read significantly more and displayed a slightly more positive perception of extensive reading at the end of the course. Participants in this presentation will consider how technology can be used more effectively to manage an extensive reading component in an English language course.

Reading materials that extend Japanese high school English textbook units can augment students’ grasp of unit contents (Suzuki & Collins, 2007) and encourage reading for communication purposes (Gee, 2001). Additionally, they represent a break from teacher-led decoding processes (Snow, 2007) and provide additional contexts for target language (Hatch & Brown, 1995). For team teachers, however, creating supplementary readings can be challenging. Textbooks and traditions perpetuate the notions that 1) the goal of reading is to build knowledge of English itself and that 2) materials creation for four-skills classes is outside the purview of assistant language teachers (ALTs). This paper introduces an original planning sheet that supports Japanese teachers of English (JTEs) and ALTs in collaborating to create readings. Narrative data from teacher interviews, a sample reading and worksheet, and a sample student writing outcome illustrate how a team at one school is shifting views of reading and norms of collaboration.

Smartphones, and their potential applications for mobile assisted language learning (MALL), signal a shift in classroom paradigms. Given the ubiquity of smartphones and the increasing availability of digitized text, the reading experience for second language learners is one domain susceptible to change and new opportunities. Research into extensive reading (ER) through the medium of mobile devices is only an emerging area of study in the English as a Lingua Franca (ELF) classroom. This paper will report on the initial stages of an ongoing pilot test of X-Reading® ( ), a new learning management system (LMS) devoted specifically to extensive reading at a private university in Tokyo, Japan. Participants in this study have access to a virtual library of graded readers and are being explicitly asked to read on their mobile devices. This paper reports on pre-pilot questionnaire data and it compares students&#39;word-per-minute and reading comprehension tests scores for reading on their pe...

M-reader is a free Internet site which helps educational institutions to manage extensive reading (ER). It enables teachers to verify that students have read and understood graded reader books. This is achieved by students taking online quizzes designed to test their understanding of a book’s plot and characters, rather than how well they remember the book. Teachers and students can easily track the number of books and the number of words read. M-reader, established with the help of research funds from Kyoto Sangyo University in Japan and the Japanese Ministry of Education, was first made available online in March 2013 and is now used by educational institutions in 26 countries. In numerous contexts, teachers would like to conduct additive ER (extensive reading done outside of class time). Additive ER can only be widely used if effective measures are taken to ensure student accountability without overloading teachers or taking too much class time (Robb & Kano, 2013). M-reader meets these conditions. It also allows modification of several parameters to suit the needs of students. This paper outlines some principles of extensive reading, introduces the functions of M-reader, and reports students’ perceptions of M-reader during a pilot program for M-reader in English as a Lingua Franca (ELF) classes at a private university in Tokyo.  The authors hope that this paper can be used as a reference for English language teachers who are considering using M-reader to manage their extensive reading program.