Al-Beroni University

Faculty of Language and Literature

Department of English Language and Literature

EXPLORATION OF THE EFFECTS OF EXTENSIVE READING

ON ESL STUDENTS

A MONOGRAPH

Submitted in partial fulfillment of the requirement for the degree of BA in English Language
and Literature

Written by: GH. MOJTABA FAQIRY

Approved by: Pohanmal Naveed Ahmad Qaderi

Year

(Fall,2021)
 Abstract
Over the past few decade extensive reading has been gaining support and recognition in second
language learning pedagogy. There are numerous articles that show the benefits of extensive
reading in English for both foreign and second language learners. Although extensive reading
has gain recognition in many countries and is being practiced, in Afghanistan it is still mostly
unknown. There are few studies regarding extensive reading have been done in Afghanistan
but the educational institutions are still following the traditional method in classrooms. As a
result, the learners get little opportunities to improve their English. This paper aims to show
the benefits of extensive reading and how effect it can be in improving the learner’s second
language proficiency. The paper will discuss what extensive reading is and how does it differ
from intensive reading. Extensive reading is a type of reading instruction providing a large
number of reading materials to learners independently. Various studies will be discussed to
show that extensive reading is not only effective in developing learner’s reading ability but
also improves other skills. This paper mainly focuses on the improvement of reading ability
and other related skills like- vocabulary, grammar, motivation. Both qualitative and
quantitative methods have been used to conduct this research. This paper was concluded with
some suggestion to implement extensive reading in Al-Berony university and schools to help
the learners improve their second language learning. It is suggested in the paper that a
combination of initiatives such as raising awareness, teacher training and changing the existing
format of teaching can promote the practice extensive reading among the learners.

I
 Acknowledgements
Foremost, I would like to thank Almighty Allah for his grace to empower me to
complete my BA degree and my monograph on time.
I would like to thank Pohanmal Naveed Ahmad Qaderi for his guidance and assistance
through my research. My writing is forever improved because of your time and energy. I am
forever grateful to all other my honorable instructors, Fazil Ahmad Faizi, Maryam Faizi,
Shekib Yaqobi, Gh. Sediq Sediqi and Suliman Joya.
Also, I would like to thank his for believing in me to write this paper and to answering
all my needs with patience and a smiling face. I would also like to thank the teachers and
students involved in the survey for their helps. Without their helps in this research would not
have been possible to complete.
I am really grateful to Mustafa Faqiry, Sohrab Malikzada, Edress Azizi, Faisal Naimi,
Ahmad Hanif Zahid, and other friends for supporting me through the entire process. I am also
thankful to the entire English department of Al-Beroni University for writing of this research
paper regarding extensive reading.
I would like to thank my father, my mother, my brothers to support me during the
university period without impatience and, also thank to my all family to support me and help
me to finished my lesson without any problem.

II
 Table of Contents
Abstract .......................................................................................................................................I
Acknowledgements ................................................................................................................... II
List of Tables ............................................................................................................................ V
List of Figures .......................................................................................................................... VI
Introduction ............................................................................................................................ VII
CHAPTER 1-Statement Problem .............................................................................................. 1
1.1 Object of research............................................................................................................. 1
1.2 Research question ............................................................................................................. 1
1.3 The purpose of research ................................................................................................... 1
1.4 Research Methodology..................................................................................................... 1
CHAPTER 2-Litrature Review .................................................................................................. 2
2.1 Definition of extensive reading ........................................................................................ 2
2.2: Characteristics of extensive reading................................................................................ 4
2.2.1: The role of extensive reading in language learning ................................................. 9
2.3: Extensive reading vs. Intensive reading .......................................................................... 9
2.3.1 Krashen’s Input Hypothesis..................................................................................... 11
2.4: Reading ability development......................................................................................... 12
2.4.1 Reading speed .......................................................................................................... 12
2.4.2 Reading comprehension .......................................................................................... 13
2.4.3 Reading fluency ....................................................................................................... 13
2.4.4: Grammar development ........................................................................................... 14
2.4.5: Vocabulary acquisition .......................................................................................... 14
2.4.6: Improvement in spelling ......................................................................................... 14
CHAPTER 3-Research Metodology ........................................................................................ 16
3.1: Research Method ........................................................................................................... 16
3.2: Population and sample .................................................................................................. 16
3.3: Research instrument ...................................................................................................... 16
3.3.1: Questionnaire for students ..................................................................................... 17
3.4: Data collection .............................................................................................................. 17
3.4: Data analysis plan ......................................................................................................... 17
CHAPTER 4-Evaluation Data ................................................................................................. 18
Discussion ................................................................................................................................ 29

III
Conclusion ............................................................................................................................... 31
References ................................................................................................................................ 32
Books: ...................................................................................................................................... 32
Journals: ................................................................................................................................... 32

IV
 List of Tables
Table 4.1: improve our vocabulary by reading a lot of books ………………..…………..20
Table 4.2: feel fear when face with difficult words ………………..………..……………21
Table 4.3: Read faster the easy text …………………………………….…………...……22
Table 4.4: Focus all the meaning ………………………………………..………………. 23
Table 4.5: Recognize more words by reading ………………………………..…………..24
Table 4.6: Learn the language when know the meaning of word …………….…………. 25
Table 4.7: By reading books students can improve spilling mistakes ………….………...26
Table 4.8: Student can acquire a language more quickly in free compass ……….……....27
Table 4.9: Student feel interest to read a book in TL ……………………………..…….. 28
Table 4.10: Student can improve their knowledge by reading ……………………...........29

V
 List of Figures
Figure 4.1: Improve their vocabulary by reading books in TL ………………………….. 21
Figure 4.2: Feel fear when face with difficult text ………………………………………..22
Figure 4.3: Read faster the easy text ………………………..…………………………... 23
Figure 4.4: Focuses on the overall meaning ………………………………..………...…...24
Figure 4.5: Recognize more vocabulary while reading repeatedly ……………………….25
Figure 4.6: Learn a language when know the meaning of the word ………………...……26
Figure 4.7: Reading books improve student spelling mistakes …………………...………27
Figure 4.8: Acquire a language in free environment ……………………………….……..28
Figure 4.9: Feel interest to read a book in TL …………………………………………….29
Figure 4.10: Improve our knowledge by reading a books in TL ………….………………30

VI
 Introduction
Over the past decade there has been seen a great deal of interest in extensive reading
(ER) as an effective approach for improving learners first and second language learning.
Extensive reading is generally associated with reading a large amount of materials for the
purpose of getting an overall understanding.
In extensive reading the readers are more anxious about the meaning of the text rather
than the meaning of individual words and sentences (Bamford & Day, 1997). There are
numerous reports that show the benefits of ER in student ‘s foreign language and second
language learning.
As most of the language students in Afghanistan follow the intensive reading (taught
by careful reading of shorter and more difficult foreign language texts) for teaching English.
English is a required language in our country as it is considered our second language.
Extensive reading is considered to be successful program that can help students learn
foreign language. As Nuttall (1982) claimed that the best way to improve your knowledge of a
foreign language is to go and live among its speakers and the next best way is to read
extensively in it‖ (as cited in Hafiz & Tudor, 1989, p. 5).
The first chapter talked about an overview of the works that how the research done and
the important issues mentioned such as: Statement problem, object of research, research
question, the purpose of research, and research Methodology.
The second chapter contains different perceptions of different authors that gave a
deeper insight about the topic. The given elements are related to the benefits of extensive
reading and how it is effect in second language learning. These helped to have a deeper
understanding of the impact of extensive reading on second language learning, in chapter two
I write about the definition of extensive reading, that every person has some different
definitions for extensive reading and also this chapter is about Characteristics of extensive reading,
that extensive reading has 10 characteristics that I write all of them and it contain about the role of
extensive reading and krashen hypothesis.
The third chapter explained the procedure of the survey conducted for obtaining
answers of the research questions. This chapter will illustrate the method used for conducting
the survey along with describing the respondents of the survey.
In the fourth chapter after the data collection, data analyzed through the Microsoft Excel
and the percentage showed through the Colum and charts.

VII
 CHAPTER 1- Statement Problem
One of the basic problem of those students that they want learn a second language is
reading, reading is very important for those person that they want to learn a second language,
because without reading they can’t learn a language easily, nowadays all the student want to
read books, magazine, text…. Very faster, because when they read a book or something else
they can get more information about everything that they want, reading is one of the best way
to achieve to your goal, in this research we find the best way of reading.

1.1 Object of research

In this research I want to find the flowing goals that need to know:
1: How to read something very basically.
2: I want to find the important of reading.
3: I want to find the benefit of reading.
4: How to read something to get more information.

1.2 Research question

1: why extensive reading is important in second language?
2: What are the benefits of extensive reading in second language learning?
3: in which way we can learn second language?

1.3 The purpose of research

The purpose of the study is to determine the benefits of extensive reading in second
language learning. Moreover, it aims to find out whether extensive reading is effective for
improving learner ‘s reading ability.

1.4 Research Methodology

Mixed methods have been used to conduct the research having both qualitative and
quantitative method. A survey and open-ended question were conducted. The questionnaires
emphasized on the effect of extensive reading in second language learning and why it should
be implemented in EFL Students in Al-Beroni university.

1
 CHAPTER 2- Literature Review
This chapter contains different perceptions of different authors that gave a deeper
insight about the topic. The given elements are related to the benefits of extensive reading and
how it is effect in second language learning. These helped to have a deeper understanding of
the impact of extensive reading on second language learning. Moreover, it also facilitated in
completing the research systematically. The input hypothesis by Krashen and other theories
helped to understand the language development of extensive readers better. So, this chapter
plays a very important role as it represents all the insights of the research topic.

2.1 Definition of extensive reading

Extensive reading is a type of reading instruction providing a large number of reading
materials to learners independently. Students are required to read extensively for general
meaning, information, and pleasure (Day, 2004).
Through extensive reading, learners can develop good reading habits, build up
vocabulary knowledge and enhance positive reading attitudes. In particular, it is believed that
learners may encounter more unknown words when reading independently, which brings
opportunities to infer the unknown words in specific contexts and thus learn their meanings
(Krashen, 1989). Although the mechanism is commonly accepted to be true, as Cobb (2007)
states, it is still disputable whether extensive reading is important. So far, studies concerning
extensive reading vary in terms of different study focus, including reading attitude (e.g., Chin–
Neng, 2013).
There is a great deal of evidence found that extensive reading has a powerful impact on
language learning. The definition of extensive reading has been presented in many ways over
the past years. According to one definition, Extensive reading is an approach to language
teaching in which learners read a lot of easy material in the new language, (Day & Bamford,
2004, p. 1). They also stated that the students can choose their own reading materials based on
their interest which will give them individual reading pleasure. This also means that they can
stop reading any materials which is not appealing to their interest.
According to Day and Bamford (2004) in an extensive reading environment the
students are encouraged to read for a general and overall meaning of the text. Furthermore,
they read for information and their satisfaction. Slowly, students build up the habit to read
which will help them to have confidence in language learning (Day & Bamford, 2004, p. 1).
Scrivener (2011) in his book said that the more someone reads, the more they pick up items of
vocabulary and grammar from the texts, often without realizing it, and this widening language

2
knowledge seems to increase their overall linguistic confidence, which then influences and
improves their skills in other language areas, too (Scrivener,2011, p. 268).
Day and Bamford (1997) quoted that the term Extensive reading was originally created
by Plamer to make a distinction from Intensive reading which means careful reading of
complex and short texts for detailed understanding (as cited in Powell, 2008, p. 1). Afterwards,
it has gained many other names. On the other hand, Elley and Mangubhi (1981) identified their
book-based program as Book-flood, where students were exposed to a wide range of reading
materials (as cited in Burgh-Hirabe, 2011, p. 9). This means that students will only focus on
the content of the text while reading extensively rather than focusing on the language forms.
Similarly, Michael west used a term called supplementary reading where the goal was, the
development to the point of enjoyment and the ability to read the foreign language (2014, p.
72). Dao (2014) also mentioned Grabe and Stoller (2002) statement that says extensive reading
is an approach to reading for teaching and learning, in which the learners tend to read a lot of
books that are within their linguistic competence (2014, p. 72).
Nation (2009) says that extensive reading is an approach where learners focus on the
meaning of the text they read and will try to develop their fluency through materials (as cited
in Dao, 2014, p. 72).
Bamford defines extensive reading as a language teaching procedure where learners are
supposed to read large quantities of materials or long texts for global understanding, the
principal goal being obtaining pleasure from the text (as cited in kredatusova, n.d., p. 9). The
students can choose any book they prefer according to their interest without their teacher’s
guidance. Moreover, they are not required to do any task after reading the text and they can
stop reading if they do not feel interested in reading the book or if it is too difficult. Bamford
mentioned that extensive reading can be used in any kind of EFL class no matter what the
content is, intensity, age of the students or their language level. The main condition is that the
students have the basic knowledge of the target language (as cited in Kredatusova, n.d., p. 9).
Nuttall (1996) suggested that, the best way to improve your knowledge of a foreign language
is to go and live among its speakers. The next best way is to read extensively in it (as cited in
Lien, 2010, p. 194).
Lien (2010) also mentioned that many scholars have discussed about the benefits of
implementing extensive reading in second language learning. According to Day & Bamford
(1998) by reading extensively students increased their reading ability, build up positive
attitudes toward reading, improved their motivation to read, and enhanced various aspects of
proficiency in the target language including vocabulary gain and writing. Lien (2010, p.194)
3
also discussed that some of the researchers stated that extensive reading is necessary in
developing learner ‘s fluency in the target language as it leads to vocabulary acquisition that
automatically increases their reading speed.
2.2: Characteristics of extensive reading
In order to have a better understanding of extensive reading approach it is essential to
have a clear view of the characteristics of ER. Hitosugi and Day (2004) stated, ER is an
approach where students read a large quantity of books and other materials within their
linguistic levels. The students are free to choose any material that suits their interest for reading
and they can read it in their own speed (Hitosugi & Day, 2004). They mentioned that student
‘s self-selection gives this approach a great deal of flexibility, which caters to the different
needs and interests of individual students and allow them to develop their foreign language
competence at their own pace (Hitosugi & Day, 2004). Day and Bamford (2002) mentioned,
that apart from ER impact on language and reading ability it can be a key to unlock all the
important taste for foreign language reading among students (Day & Bamford, 2002, p. 136).
Day and Bamford (2002) offered ten principles of extensive reading in regard for
teaching extensive reading as a tool for professional development of students L2 learning (p.
136). They believe that these principles are the basic ingredients of extensive reading and have
encouraged teachers to use them as a way to examine their beliefs about reading in general and
extensive reading in particular (Day & Bamford, 2002, p. 136).
Shaffer (n.d.) mentions that these ten principles was first provided by Day and Bamford
in (2002), was complemented by Prowse in (2002), and was revised by Bamford and Day in
(2004) that describes the important characteristics of a successful extensive reading program
(Shaffer, n.d. p. 1). The following are the top ten principles provided by Day and Bamford
(2002) for successful extensive reading program:
1. Reading material is easy
The reading materials are within the learner ‘s language level that contains few or no
unfamiliar items of vocabulary and grammar. This method is differing extensive reading from
other foreign language teaching approaches. Day and Bamfoed (2002) states for extensive
reading to be possible and for it to have the desired results, texts must be well within the learner
‘s reading competence in the foreign language. They further added that the materials should
not contain more than one or two unknown vocabulary items per page for beginners and not
more than four to five for intermediate learners (Day & Bamford, 2002, p. 137). If the students

4
have to struggle with difficult materials, then they would not be able to successes in reading
extensively.
Hitosugi and Day (2004) mentioned that text becomes easier to read when the learners
do not find more than one or two unfamiliar words on a page. These kinds of materials are well
within the learners reading comfort zone (Hitosugi & Day, 2004). Moreover, reading easy
materials helps the learner ‘s affective dimension of learning to read. Learners realize that they
are able to read foreign language materials. So when they read more books they can notice
themselves as becoming a reader in the target language (Hitosugi & Day, 2004). There is still
some invasive view about using easy material for teaching reading.
Day and Bamford (2002) mentioned, that some believe that to make students familiar
with real-world reading, real-world text should be used for extensive reading but this will not
bring out the progress that needs to be achieved.
On the contrary, to motivate students to read more and study more, and for them to
improve their foreign language and reading skills they ought to read texts that reflects their
language ability. The texts that learners find easy and enjoyable at every step of the way are
suitable for developing their reading (Day & Bamford, 2002, p. 137).
2. A variety of reading material on a wide range of topics must be available
Having a variety in materials allows students to find their desired material that they
want to read. Hitosugi and Day (2004) suggested that different kinds of reading material also
encourage a flexible approach to reading. Students learn to read in different ways (e.g.,
skimming, scanning, more careful reading) and for different reasons (e.g., entertainment,
information, passing the time), (Hitosugi & Day, 2004).
A successful extensive reading highly depends on attracting students to read. Day and
Bamford (2002) suggested, that to awaken or to encourage a desire to read, the text made
available should ideally be as varied as the learner who read them and the purposes for which
they want to read. (Day & Bamford, 2002, p. 137). To put it another way, there should be some
diversity in materials available in the library so that students can choose what they want to
read.
The range of materials should contain books, magazines, newspapers, fiction, non-
fiction, text that inform, text that entertain, general, specialized, light, serious (Day & Bamford,
2002, p. 137). Moreover, they also suggested that to find out what students are interested in
reading one should follow Ray Williams advice: Ask them what they like reading in their own

5
language, peer over their shoulders in the library, ask the school librarian…‖ (as cited in Day
& Bamford, 2002, p. 137).
3. Learners choose what they want to read
Self-selection of reading material is the key to extensive reading. In other words, this
principle is considered the basis of extensive reading (Tomkova, 2008, p. 20). Moreover, self-
selection gives students to be in a different role from that in a traditional classroom where
reading materials are chosen by the teachers. The students find this method of extensive
reading really enjoyable as it gives them the opportunity to choose their own material (p.
20).\
Day and Bamford (2002) stated, that having freedom to choose means the students can
pick texts they expect to understand, learn and to enjoy from. They further added that learners
are free or more likely are encouraged to stop reading any material which they find difficult or
is not suitable to their taste (Day & Bamford, 2002, p. 137).
Day and Bamford agreed with Henry ‘s saying that ―my students needed to read for
themselves, not for me (p. 137).
4. Learners read as much as possible
The benefit of extensive reading in language learning comes from the quantity of
reading. The more one reads, the greater the benefits become (Hitosugi & Day, 2004). Day and
Bamford (2002) claimed, that the most significant element in learning to read is the amount of
time spent on reading. Although in some case the students are not given the opportunity to read
as much as they can (Day & Bamford, 2002, p. 138).
A book per week for reading is appropriate for extensive reading benefits to take effect
and to establish a reading habit (Kredatusova, p. 10). So this is a realistic target for learners of
all proficiency levels as books written for beginning language learners are very short (Day &
Bamford,2002, p. 138).
5. The purpose for reading is usually related to pleasure, information and
general understanding
In an extensive reading approach students are encouraged to read for the same kind of
purpose as the general population of first language readers. In this approach learner read for
variety of reasons from entertainment to gathering specific information (Hitosugi & Day,
2004). Moreover, 100% comprehension is not needed for this approach rather only sufficient
understanding is needed to achieve one ‘s purpose is required (Hitosugi & day, 2004).

6
 According to Day and Bamford (2002) in terms of an extensive reading approach the
reading outcomes focus shifts away from comprehension achieved or knowledge gained to
reader ‘s personal experience (Day & Bamford, 2002, p. 138). They also stated that a learner
‘s goal in extensive reading is to have sufficient understanding to fulfill reading purpose like
gathering information, enjoyment of a story or passing of time (p. 138). This separates
extensive reading from traditional classroom purposes.
6. Reading is its own reward
Extensive reading encourages learners to read for pleasure and information unlike
intensive reading that requires detailed understanding. The purpose of extensive reading is not
achieving a hundred percent comprehension but to meet the sufficient understanding
(Kredatusova, n.d., p. 11). Hitosugi & day (2004) mentioned, that the goal for learner is to
experience reading they are not required to demonstrate their understanding by answering
comprehension questions. However, ―the teacher might need to ask the students to complete
follow-up activities after reading for several of reasons. The reasons are: 1) to find out students
understanding and experience from reading; 2) to keep track of what students read; 3) to
monitor the student ‘s attitude towards reading; and 4) to link reading with other aspects of the
curriculum (Hitosugi & Day, 2004). Day and Bamfor (2002) added that for these mentioned
reasons students might asked to write about their favorite characters, best or worst book they
have read, or to do a dramatic reading of an exciting part of the novel.
This kind of activities extends students reading experience in interesting and useful
ways (Day & Bamford, 2002, p. 138).
7. Reading speed is usually faster than slower
In extensive reading learners read material that they can easily understand, as a result
they begin to read faster. As time passes learners become fluent readers from word-by-word
decoding. Hitosugi and Day (2004) suggested that students should not use dictionaries as it
interrupts the reading process.
It makes fluent reading impossible to achieve (Hitosugi & Day, 2004). Day and
Bamford (2002) also mentioned that when learners are reading materials that is well within
their linguistic ability, for personal interest, and for general rather than academic purposes, it
is an incentive to reading fluency (Day & Bamford, 2002, p. 138). They further mentioned
about Nuttall ‘s saying that speed, enjoyment and comprehension are closely related to each
other. Nuttall described the circle of weak reader: read slowly; doesn’t enjoy reading; doesn’t
read much; doesn’t understand; read slowly… and suggested that extensive reading can help

7
slow readers become faster in reading, to understand better and to enjoy reading (as cited in
Day & Bamford, 2002, p. 138).
Since extensive reading discourages learners from using dictionaries when they come
across any unknown words, it gives the students opportunity to practice strategies as guessing
or ignoring unknown words or passages and to go for understanding general meaning.
This also makes students getting comfortable with a certain level of ambiguity (Day &
Bamford, 2002, p. 139).
8. Reading is individual and silent
Reading individually and silently makes extensive reading different from the traditional
approaches. Day and Bamford (2002) stated that this process allows students to discover that
reading is a personal interaction with the text, and an experience that they have responsibility
for (Day & Bamford, 2002, p. 139).
Extensive reading means learners read at their own speed. The students can do it in their
own pace when and where they choose or it can be done inside the classroom when part or all
of a class period is set aside for silent and self-selected reading. This allows the students to read
silently (Day & Bamford, 2002, p. 139).
9. Teachers orient and guide their students
It is more likely that students may not be accustomed to having the freedom to make
their own choice in the school. For this reason, they need to be introduced to the idea of ER
(Hitosugi & Day, 2004). As Day and Bamford (2002) mentioned no reading pain, no reading
gain but many serious-minded students do not understand how easy and interesting material
can help them become good readers (Day & Bamford, 2002, p. 139). Thus, the student needs
to be carefully instructed about extensive reading and its benefits. Teachers can explain the
students that reading extensively not only leads to gain in reading proficiency but it also brings
overall gains in language learning (p. 139).
The students will gain vocabulary knowledge, reading, writing, and oral fluency
(Hitosugi & Day, 2004). Students ‘choosing what to read is an important part of extensive
reading method. Hitosugi & Day (2002) suggested that teachers can discuss the choice of easy
material, self-selection and reading for overall understanding with the students. They can
further point out that there is no need for comprehension question answering in this approach.

8
10. The teacher is a role model of a reader
Nuttall ‘s famous saying reading is caught, not taught (as cited in Day & Bamford,
2002, p. 139). A teacher is a powerful role model for students. In support to this Malay
explained that teachers need to realize how much influence they have on their students.
Their students do not Just learn the subject that they are teaching them they learn their
teachers. Teachers attitude, more than technical expertise, is what they will recall they leave us
(as cited in Day & Bamford, 2002, p. 140). To summarize, effective extensive reading teachers
are themselves role model to be a reader by guiding the students through their attitudes and
behaviors of a reader (p. 140).
Hitosugi and Day (2004) suggested that if the teacher reads the same materials as their
students and talks to them about it then it will make them a model of a reader. It will also make
teachers to recommend reading materials to individual students. Due to this, the teacher and
students will form an informal reading community and together experience the value and
pleasure to be found in the written word (Hitosugi & Day, 2004). Base on the above
characteristics, it is clear that extensive reading can be an effective approach to encourage the
students to learn the target language.
2.2.1: The role of extensive reading in language learning
According to Bell (1998) extensive reading plays various roles in language learning
process.
 It can provide comprehensible input.
 It can enhance learner ‘s general language competence.
 It increases the student’s exposure to the language.
 It can increase knowledge of vocabulary.
 It can lead to improvement in writing.
 It can motivate learners to read.
 It can consolidate previously learned language.
 It helps to build confidence with extended texts.
 It encourages the exploitation of textual redundancy.
 It facilitates the development of prediction skills (Bell, 1998).

2.3: Extensive reading vs. Intensive reading

Extensive reading and intensive reading are two main reading styles that are used in
learning L2. Although both of these are valid forms of reading but they have different aims.
There is a difference between learning to read and reading to learn (Extensive reading

9
foundation, 2011, p. 2). Intensive reading is referred as learning to read which means the
students are reading a text to learn something about the language itself like a new word,
grammar and so on. This can be called study reading (2011, p. 2).
This is the classic reading that are done by the students in traditional classes. In this
type of reading atmosphere the materials are usually short and most of the time there are a lot
of words that are unknown to the students. It has pre and post-reading activities and also
comprehension questions (2011, p. 2).
Miller (2011) stated that intensive reading as a methodology of a teacher centered
approach. It means that most of the things that happen in the class are directly instructed by the
teacher which includes what to read, when to read and what grammar, vocabulary, text
organization or comprehension points will be discussed (Miller, 2011, p. 70). Cahya (n.d.)
mentioned that intensive reading provides a basis for explaining difficulties in of structure and
extending knowledge of vocabulary and idioms (as cited in cahya, n.d., p. 5). It involves
learners to detail reading with specific learning aims and tasks (p. 5).
On the other hand, extensive reading refers to learning to read which means practicing
the skill of reading by reading. For example, reading a story book with the aim of enjoying
without having the knowledge that they are learning (Extensive reading foundation, 2011, p.
2).
The purpose of this approach is to build reading fluency, to deepen their knowledge on
language items that they are already familiar with and to get a better idea about how it fits
communicatively (2011, p. 2).
Tomkova (2008) stated that this process allows the learners to process language faster
and to enjoy reading including improvement of comprehension. Extensive reading aims to
build reading fluency and reading confidence of students. It suggests learner to read a large
amount of easy materials for information and enjoyment with the goal of achieving a general
and overall understanding of the reading material (as cited in Tomkova, 2008, p. 11). On the
contrary, intensive reading refers to careful reading of shorter and more difficult text in the
target language with the aim of completing a detailed understanding. In extensive reading
learners are more focused on the meaning of the text rather than on the individual words and
sentences.
Tomkova (2008) also mentioned Hedge ‘s argument that extensive reading gives
learners the opportunity to manage strategies like prediction or guessing word meaning learned
in intensive reading (p. 11).

10
 Hence, experts have suggested that extensive reading in or out of the class will balance
intensive reading activities in class (as cited in Tomkova, 2008, p. 11). These two forms of
reading are not considered as opposition, as both serves different but complementary purposes.
While intensive reading introduces to new language items to the learners, extensive reading
helps the learners to practice and to have more clear knowledge of them (Extensive reading
foundation, 2011, p. 2).
2.3.1 Krashen’s Input Hypothesis
krashen‘s (1982) theory of second language acquisition depends on his Input
hypothesis. In this hypothesis, he suggested what he thinks the most direct method of helping
language learners to acquire a second language (as cited in Morano, 2004, p. 229). Krashen
named this method as Natural Approach for teaching English to learners. According to this
method the teacher has to make sure that the students are provided with enough input that is
comprehensible to them (2004, p. 229).
Krashen (1982, 1985) stated that the input for this purpose should be comprehensible,
interesting, not grammatically sequenced and have to be in sufficient quantity. He used the
fomula I + 1 to describe the goal of language acquisition. In the formula “I” means the learners
current competence and “1” means the learner next level. So, to shift from “I” to “1” the
acquirer must receive input that is comprehensible to him or her (as cited in Morano, 2004, p.
229). Krashen emphasized on the importance of reading for language acquisition and stated
that learners who read more performs higher on comprehension in a second language than those
who read less (as cited in Morano, 2004, p. 230).
Materials that contain vocabulary and structure only a little bit beyond the learner’s
current level of competence are suitable for learners second language acquisition. If the
material is too far below or well beyond their linguistic competence, then it will not be useful
enough for their acquisition. Moreover, the learners will feel discourage to learn the language
(2004, p. 230). For these facts Krashen especially supported extensive reading.
Morano (2004) mentioned that the value of extensive reading can be reviewed as
follows: 1: Several studies suggest that more reading leads to greater literacy development; 2:
Students who participated in free reading programs outperformed children who were taught by
traditional methods; 3: People who reported more free reading can read and write better than
those who reported less free reading; 4: Language is too vast and complex to teach and learn
one rule or item at a time, thus traditional instruction cannot account for literacy development;
5: Literacy development is quite possible without conscious learning or output‖ (Morano, 2004,

11
p. 231). According to Krashen ‘s input hypothesis learners are repeatedly exposed to new
words, expressions, structures, and aspects of discourse which makes the learners form ideas
of the meaning and usage of new features. They extend their understanding of more familiar
word just as they acquired their first language (savas, 2009).

2.4: Reading ability development

Extensive reading has been said to have a great impact on developing learners reading
proficiency. There are numerous studies found that shows that ER has improved learners
reading speed, fluency and comprehension.
2.4.1 Reading speed
In numerous studies on extensive reading there have been found that it develops learner
reading speed. Robb and Susser (1989) claimed that in their study the extensive reading group
read significantly faster than the control group (as cited in Al-Homoud & Schmitt, 2009, p.
385).
Although they did not mention how they measured the improvement. Similarly, Mason
and Krashen (1997) also found significant gains in their extensive groups showing reading
speed over the comparison group. Bell (2001) on the other hand provides much strong
evidence. He measured his Yemen EFL participants reading speed by using two different texts.
He asked them to read each text for three minutes and then marked the final word they
reached. Bell used these texts before and after the treatment and concluded that extensive
reading has significant impact on improving the learners reading speed (as cited in Al-Homoud
& Schmitt, 2009, p. 385).
Fry said that good readers achieve a speed of 350 words per minute, fair readers 250
words, and slow readers reach 150 words per minute (as cited in Bell, 2001). Comparatively,
De Leeuw claimed that 230-250 words per minute as an average initial speed for the general
public (Bell, 2001). De Leuw and De Leeuw in their study showed that his advanced students
can achieve an average increase in their reading speed of 57% over three-year period. His
students from the slow group move to medium fast category and some of his subjects reached
speeds of 600 words per minute or better.
This led him to claim that students and other who read extensively for professional
purpose should aim to cover routine material at speeds between 300 and 600 words per minute‖
(as cited in Bell, 2001).

12
2.4.2 Reading comprehension
Numerous studies have demonstrated gains in reading comprehension through
extensive reading. Vocabulary experts agreed that adequate reading comprehension depends in
a person already knowing between 90 to 95 percent of the words in a text (Loh, 2009, p. 98).
Sims (1996) conducted a study on two groups of Taiwanese university freshmen. In his study,
one group was exposed to extensive reading while the other one was exposed to skill-based
reading. After his study he stated that extensive group scored better on writing recall protocols
and on reading comprehension tests (as cited in Al-Homoud & Schmitt, 2009, p. 384).
Similarly, Hitosugi Day (2004) have found improvements in their participants reading
ability. In their study they observed two classes, one with extensive reading and another is a
regular class. After they finished conducting their study they stated that the extensive reading
group outperformed the traditional group on a reading ability test (2009, p. 384).
Pilgreen and Krashen (1993) did an experimental study where they involve 125 high
school students of English as a second language. In their study these students showed
remarkable gains in reading comprehension (as cited in Loh, 2009, p. 98). Lastly, Wu and
Samuels (2004) reported that poor readers showed greater gains in reading comprehension due
to extensive reading (2009, p. 98).
2.4.3 Reading fluency
Nearly every expert including Sir Edmond Huey (1908) and Laberge and Samuels
(1974) have agreed that reading fluency consists of component sub-skills, such as decoding,
word recognition, phonological representation, and syntactic and semantic chunking that
gradually fuse. So that the, reader can focus on the higher level processes of comprehension,
analysis and interpretation (as cited in Huffman, 2014, p. 19).
Paran (1996) claimed that if L1 readers possess attributes in reading that L2 readers do
not then it is the language teachers responsibility to develop methods to encourage the
development of these attributes. He also stated that automatic word recognition is a significant
attribute of L1 reading and a way of developing automaticity in L2 should be found (as cited
in Iwahori, 2008, p. 72).
Nathan and Stanovich (1991) demonstrated that when process of word recognition
takes little capacity (are fluent), most of the reader’s cognitive capacity can be focused
comprehending the text, criticizing it elaborating on it, and reflecting on it in short, doing all
the things we know good readers do (as cited in Huffman, 2014, p. 19).

13
2.4.4: Grammar development
Mason (2003, 2004) investigated the effectiveness of extensive reading. He wanted to
find out whether adding supplementary writing to extensive reading program will increase the
learner ‘s grammatical accuracy (as cited in Al-Hammad, 2009, p.32). He did a study on 104
Japanese female college students who were studying English under an extensive reading
program. He took three test and the students showed significant improvement in their
performance due to extensive reading without any statistical differences.
Krashen (1989) studied the power of reading on language acquisition on the basis that
reading becomes comprehensible input for learners (as cited in Alqadi & Alqadi, 2013, p. 107).
Moreover, it should be both interesting and understandable to the learners so that it grabs their
attention. His research on reading exposure not only supports that extensive reading increases
reading comprehension but it also improves grammatical development and writing style (2013,
p. 107).
Rodrigo et al. ‘s (2004) found significant effect of reading on L2 grammar development
when it was combined with discussions and also suggested a possible accelerative effect of
interactive activities on grammar acquisition through reading (as cited in U, 2009, p. 163). Isik
(2000) and Furukawa (2008) found convincing evidence of extensive reading having a very
strong effect on grammar development along with explicit instruction (as cited in Shaffer, n.d.,
p. 3).
2.4.5: Vocabulary acquisition
Several studies have indicated that extensive reading can improve learner ‘s vocabulary
acquisition in second language learning.
White and Krashen (1989) and Cho and Krashen (1994) have found considerable
increase in incidental vocabulary acquisition with adult learners in US. In addition, Horst
(2005) found similar results in ESL adult vocabulary acquisition in Canada. Elley and
Mangubhai (1981) demonstrated that learners surpass a vocabulary threshold, which then
allows them to receptive vocabulary they can produce.
2.4.6: Improvement in spelling
Extensive reading can also be effective in correcting learners spelling mistakes. It is
exceedingly difficult to measure the improvement of spelling proficiency in student ‘s second
language learning in relation to ER. However, Polak and Krashen (1988) investigated on the
reading habits of ESL students at a community college in the United States and he found a

14
correlation between reading and spelling proficiency (as cited in Al-Hammad, 2009, p. 34).
They discovered that the more students read, the better their spelling was‖ (2009, p. 34).
Al-Hammad (2009) further mentioned about Day and Swan (1998) investigation which
was on the effect of extensive reading on spelling. Day and Swan (1998) researched on the
Japanese university ESL students and their results of post-test showed that subjects who read
a story that contained the target words showed significant improvement over the control group.
They spelled correctly more words than the control group (as cited in Al-Hammad, 2009, p.
34).

15
 CHAPTER 3- Research Methodology
In this chapter the researcher explains the procedure of the survey conducted for
obtaining answers of the research questions. This chapter will illustrate the method used for
conducting the survey along with describing the respondents of the survey.

3.1: Research Method

To measure the effect of extensive reading in second language learning mixed method
was used in this research. The mixed method is a method that includes both Qualitative method
(data are subjective and cannot be coded numerically) and Quantitative method (data which are
objective and can be numerically coded). One open-ended question (qualitative data) of the
teachers was categorized based on the answers that the participants put in and was analyzed
and summarized all together. Five level items was used to measure the general agreement and
disagreement level. Ratings of these item are converted into percentage and Microsoft Excel ‘s
bar chart, column chart are used to illustrate the data ‘s graphically. Since using only
quantitative method will not generate reliable data, so mixed method was used to gather more
dependable data to find out whether extensive reading is considered beneficial and should be
implemented in ESL classes.

3.2: Population and sample

This research paper is going to investigate the way of effect of extensive reading on
ESL students by adolescence and the participant will be all young and include only students of
university. It will be based on 100 questionnaires which encompass both boys and girls. The
participant will be 70 boys and 30 girls. Insomuch, boys have more access to this field than
girls. Because of insufficient and limitation of time and lack of facilities it’s not possible to
distribute questionnaire for all adolescence in Afghanistan or interview with them, this research
will have done at one university (Al-Birony University), in English Department.

3.3: Research instrument

Because lack of time it is not possible to make an interview with the participant of this
research, in this case for collecting the data from participant researcher used just questionnaire
which this questionnaire includes structure and semi-structure questions which is common
means the questions are not specified for girls and boys and all the participant of this research
will be youths and the adults are not include to make some other questions for them. The
questions are in three parts; the first part is a statistical question. In this part the researcher
wants to find the identification of the participant according to their gender, age, user…etc.

16
3.3.1: Questionnaire for students
Student ‘s questionnaire contained questions designed to measure the effect of
extensive reading in second language learning. All the questions included in the questionnaire
had to be rated in Likert scale containing four points such as strongly agree, agree, disagree,
strongly disagree. The students had to fill the questionnaire by simply ticking the appropriate
answer according to them.

3.4: Data collection

For gathering and collecting the data, I have chosen Al-Birony University and it
includes only youths (boys and girls) whom they are students. I prepared a questionnaire which
consist of structure, unstructured and semi structure, most of the questions consist of multiple
choice questions because this type of questions is easy and take less time and the participant
who want to answer do not feel bored and answer very easily, and another goodness of multiple
choice question is it is easy to analyze the ideas. In this stage I will distribute the questionnaire
for all adolescence and gather their ideas about the issue, if the time assist me I will interview
with some of teachers who are youth and have a bit information about effect of extensive
reading on ESL Students.

3.4: Data analysis plan

The researcher he himself distributes the questionnaire for all students and ask them for
participation. All of the students will take part voluntary and no body forced to take part in this
research. Researcher points them for writing their names is optional. In spite of all that some
of the participant wrote their names but some avoid, whether researcher assures them for their
names will secret. During the investigation researcher observe the private of participant means
do not waste their time or take their time, means while the participant was in the class,
researcher do not irritate or destroy them, he waits or seek to find the free time for distributing
his papers or making interview with them. After the data collection, all the achieved data get
in to Excel Microsoft office and analyzed.
When the data collected and researcher gather the entire questionnaire from
adolescence first, researcher will analyze the questionnaire and see what questions have more
pro or advocate. And see how much the ideas are closer with each other and what ideas are
match with each other.

17
 CHAPTER 4- Evaluation of statistical data
This research includes questionnaire which the researcher distributed (100)
questionnaire among participants after collecting the questionnaires he finds that there was only
(70) of them are right and (30) of them rejected because some of them were blank, some were
no accurate means they choose two or three options which they must choose only one option.
All the participant girls were (30) and boys were (70). They were from different provinces of
Afghanistan which it includes (15) provinces (Kapisa, Kabul, Ghazeni, Takhar, Parwan, Lugar,
Ghore, Panjshir, Balkh, Baghlan, Laghman, Konar, Wardak, Nimeroze, Paktika) and (44)
distracts. Most of them were from center of provinces, they were from different classes
(freshmen, sophomore, junior, and seniors) it is mentionable that all students of English
department pupils. The participants of this research were 100.

Table 4.1.: Students can improve their vocabulary when they read a lot of books in the target
language.

Options Number of students Percentage (%)

Strongly Agree 75 75%
Agree 20 20%
Disagree 5 5%
Strongly Disagree 0 0%

Some of the respondent approved the statement with 75% strongly agreed with the
students can improve their vocabulary by reading a lot of books in the target language followed
by 20% agreeing with it. Thus, the above result proves the point that extensive reading in the
target language can develop vocabulary acquisition. 5% of the respondent remained disagree
with these statement, because they think we can’t improve our vocabulary by reading a lots of
books. The response of the students to this question is demonstrated in the pie chart below:

18
 First Question Response
Series 1

75

20

5
0

strongly agree agree disagree strongly disagree

Figure 4.1: improve their vocabulary by read a lot of books in the target language.

Table: 4.2: Students feel fear when they face with difficult texts.

Options Number of students Percentage (%)

Strongly Agree 40 40%

Agree 50 50%
Disagree 10 10%
Strongly Disagree 0 0%

Approximately 50% respondents agreed with the students feel fear when they face with
difficult texts, 50% of them strongly agreed with the statement. 10% respondent remained
disagree to this statement Since, most of the respondent showed positive results to this
statement, it proves that students get nervous while facing difficult words in reading texts. A
column chart is given below to highlight the result.

19
 Second Question Response
Series 1

50

40

10

strongly agree agree disagree strongly disagree

Figure 4.2: feel fear when face with difficult texts.

Table: 4.3: Students can read a text faster when the text is easy.

Options Number of students Percentage (%)

Strongly Agree 65 65%

Agree 30 30%
Disagree 5 5%
Strongly Disagree 0 0%

Approximately 65% respondents agreed with the students can read a text faster when
the text is easy, 30% of them strongly agreed with the statement. 5% respondent remained
disagree to this statement Since, most of the respondent showed positive results to this
statement, it proves that students can read a text faster when the text is easy. A column chart is
given below to highlight the result.

20
 Thirth Question Response
Series 1

65

39

5
0

strongly agree agree disagree strongly disagree

Figure 4.3: read faster the easy text easy.

Table: 4.4: Students feel more confident when they do not have to read a text word by word
and can focus on the overall meaning.

Options Number of students Percentage (%)

Strongly Agree 25 25%

Agree 45 45%
Disagree 25 25%
Strongly Disagree 5 5%

Approximately 25% respondents strongly agreed with the students feel more confident
when they do not have to read a text word by word and can focus on the overall meaning, 45%
of them agreed with the statement. 25% respondent remained disagree to this statement and
5% of respondent are strongly disagree with this. Since, most of the respondent showed positive
results to this statement, it proves that students feel more confident when they do not have to
read a text word by word and can focus on the overall meaning. A column chart is given below
to highlight the result.

21
 Thirth Question Response
Series 1

45

25 25

strongly agree agree disagree strongly disagree

Figure 4.4: focus on the overall meaning.

Table: 4.5: Students can recognize vocabulary more easily when they are repeatedly words
while reading.

Options Number of students Percentage (%)

Strongly Agree 50 50%

Agree 30 30%
Disagree 15 15%
Strongly Disagree 5 5%

Approximately 50% respondents strongly agreed with the fact that students can
recognize vocabulary more easily when they are repeatedly words while reading ,30% of them
agreed with these statement. 15% respondent remained disagree to this statement and 5% of
respondent are strongly disagree with this. Since, most of the respondent showed positive
results to this statement, it proves that students can recognize vocabulary more easily when
they are repeatedly words while reading. A column chart is given below to highlight the result.

22
 Fifth Question Response
Series 1

50

30

15

strongly agree agree disagree strongly disagree

Figure 4.5: recognize more vocabulary easily while repeatedly reading.

Table: 4.6: Students get motivated to learn more about the language when they can understand
word meaning and grammar.

Options Number of students Percentage (%)

Strongly Agree 80 80%

Agree 15 15%
Disagree 5 5%
Strongly Disagree 0 0%

Approximately 80% respondents strongly agreed with the students get motivated to
learn more about the language when they can understand word meaning and grammar, 15% of
them agreed with the statement. 5% respondent remained disagree to this statement. Since,
most of the respondent showed positive results to this statement, it proves that students get
motivated to learn more about the language when they can understand word meaning and
grammar. A column chart is given below to highlight the result.

23
 Sixth Question Response
Series 1

80

39

5
0

strongly agree agree disagree strongly disagree

Figure 4.6: learn a language when understand the word meaning and grammar.

Table: 4.7: Reading a lot of books can improve students spelling mistakes.

Options Number of students Percentage (%)

Strongly Agree 65 65%

Agree 30 30%
Disagree 3 3%
Strongly Disagree 2 2%

Approximately 65% respondents strongly agreed with reading a lot of books can
improve students spelling mistakes, 30% of them agreed with the statement. 3% respondent
remained disagree to this statement, and 2% of respondent are strongly disagree with this
statement. Since, most of the respondent showed positive results to this statement, it proves
that Reading a lot of books can improve students spelling mistakes. A column chart is given
below to highlight the result.

24
 Seventh Question Response
Series 1

80

39

5
0

strongly agree agree disagree strongly disagree

Figure 4.7: Reading books improve students spelling mistakes.

Table: 4.8: Students can acquire a language more quickly when they read in a free environment
rather than in a structural classroom situation.
Options Number of students Percentage (%)
Strongly Agree 35 35%
Agree 30 30%
Disagree 25 25%
Strongly Disagree 10 10%

Approximately 35% respondents strongly agreed with the students can acquire a
language more quickly when they read in a free environment rather than in a structural
classroom situation, 30% of them agreed with the statement. 25% respondent remained
disagree to this statement, and 10% of respondent are strongly disagree with this statement.
Since, most of the respondent showed positive results to this statement, it proves that Students
can acquire a language more quickly when they read in a free environment rather than in a
structural classroom situation. A column chart is given below to highlight the result.

25
 Eighth Question Response
Series 1

35

30

25

15

strongly agree agree disagree strongly disagree

Figure 4.8: acquire a language more quickly when read in a free environment.

Table: 4.9: Students feel more interested to read a book in the target language when it is related
to their own interest.
Options Number of students Percentage (%)

Strongly Agree 45 45%

Agree 40 40%
Disagree 15 15%
Strongly Disagree 0 0%

Approximately 45% respondents strongly agreed with the Students feel more interested
to read a book in the target language when it is related to their own interest, 40% of them agreed
with the statement. 15% respondent remained disagree to this statement. Since, most of the
respondent showed positive results to this statement, it proves that Students feel more interested
to read a book in the target language when it is related to their own interest. A column chart is
given below to highlight the result.

26
 Nineth Question Response
Series 1

45
40

15

strongly agree agree disagree strongly disagree

Figure 4.9: feel interested to read a book in the target language.

Table: 4.10: Students can improve their background knowledge by reading a lot of books in
the target language.

Options Number of students Percentage (%)

Strongly Agree 80 80%

Agree 20 20%
Disagree 0 0%
Strongly Disagree 0 0%

Approximately 80% respondents strongly agreed with the Students can improve their
background knowledge by reading a lot of books in the target language, 20% of them agreed
with the statement. 0% respondent remained disagree to this statement. Since, most of the
respondent showed positive results to this statement, it proves that Students can improve their
background knowledge by reading a lot of books in the target language. A column chart is
given below to highlight the result.

27
 Tenth Question Response
Series 1

80

20

0 0

strongly agree agree disagree strongly disagree

Figure 4.10: improve their background knowledge by reading books in the target language.

28
 Discussion
This chapter is developed to discuss the significant results found from the student’s
responses. On the Likert scale students agreed that reading a lot of books has a huge impact on
learner vocabulary acquisition. According to warning (2009) learners need to encounter a large
amount of language to learn not only single words but also their collections (as cited in Shaffer,
n.d. p. 3). In addition to this, Horst, Cobb and Meara (1998) also claimed that extensive reading
learners can improve their knowledge of the words they already know and increase their lexical
speeds.
It has also been found that students feel uneasy struggling with difficult text and using
dictionary repeatedly is frustrating for the students. As Hitosugi and Day (2004) suggested that
students should not use dictionaries as it interrupts the reading process. It makes fluent reading
impossible to achieve (Hitosugi & Day, 2004).
The and students agreed with Hitosugi and Day ‘s suggestion in the current study. On
the other hand, the students highly agreed that students can read faster when the text is within
their reading ability. Moreover, if the text is within their interest then they can read it more
comfortably.
In addition to this, Krashen (1989) studied the power of reading on language
acquisition on the basis that reading becomes comprehensible input for learners (as cited in
Alqadi, 2013, p. 107).
According to Krashen reading, material should be both interesting and understandable
to the learners so that it grabs their attention. In reference to this, students agreed with Krashen
and Bamfords claim in the current study. From the survey it was also found that students get
motivated to learn when they can understand the grammar of the text without any hesitation.
As Krashen (1989) suggested in his research that reading exposure not only supports
that extensive reading increases reading comprehension but it also improves grammatical
development and writing style (as cited in Alqadi & Alqadi, 2013, p. 107). In the current study
the researcher found positive agreement towards extensive reading improving learner ‘s
grammar from students.
In addition to Krashen‘s suggestion Morano (2004) also mentioned that People who
reported more free reading can read and write better than those who reported less free reading
(Morano, 2004, p. 231). So, the teacher from the current study agrees with Morano and
Krashen‘s suggestion.

29
 According to Krashen, Materials that contain vocabulary and structure only a little bit
beyond the learner ‘s current level of competence are suitable for learner ‘s second language
acquisition. If the material is too far below or well beyond their linguistic competence, then it
will not be useful enough for their acquisition. Moreover, the learners will feel discourage to
learn the language (2004, p. 230).
In the current study though the students highly agreed that students should be provided
with simplified text within their linguistic levels rather than critical text. Bamford mentioned
that extensive reading can be used in any kind of ESL class no matter what the content,
intensity, age of the students or their language level. The main condition is that the students
have the basic knowledge of the target language (as cited in Kredatusova, n.d., p. 9). In regard
to this, in the current study the students agreed that extensive reading should be implemented
in ESL students for learner ‘s better performance. Here, the students have agreed with Bamford
‘s statement.
Student can improve their vocabulary when they read a lot of books, by reading books
we the students can improve their reading skills, and also they can speak very fluently in target
language. When the student faces with some difficult word they fear about that and they use
from dictionary, when they use a dictionary during reading they become demotivated and make
a distract for himself.

30
 Conclusion
Extensive reading can be preferred as a better teaching approach for English as a second
language. Sadly, there are only few institutions who know about this process and many of them
do not have much clear idea of this method nor do they get the opportunity. Extensive reading
is effective to practice on not only for the university level students but also for the secondary
and primary level students. From the current study, it can be concluded that extensive reading
can improve learners reading ability, vocabulary acquisition, and grammar and motivates them
to read more in the second language.
It is able to build a good reading habit and makes the students a better reader in the
target language. Even if the current study does not fully show the development of extensive
reading it shows that the students and teachers are well aware of the problems they are having
in teaching and learning second language. If they get the opportunity they will surely use it to
improve their situation. So, in Afghanistan the administrators can create the opportunity to
implement extensive reading for learner ‘s better learning. Moreover, combining extensive
reading with intensive reading program in the ESL students might be able to gain more benefits
to improve the learner learning.
Universities and other educational institutions should support instructors and students
with materials to apply extensive reading program. The teachers should guide the students to
read more in the target language. Extensive reading should be implemented from the beginning
level of learner ‘s second language learning. A book can be made to create environment for
the learners that encourages them to choose what book they should be talking about their
favorite books and share them with each other, writing recommendations etc.
Teachers should train the learner ‘s how to choose suitable reading material and how to
read it. A library should be provided that contains varieties of materials like- magazines,
newspaper, books, short stories etc. The library does not need to large. Teachers should be
trained to implement extensive reading program in ESL Students. The authorities should
change the existing format of teaching to promote the practice of extensive reading for the
learners. A study of extensive reading over a longer period of time should be conducted to find
the results that are more convincing. Other studies can be done to find out the benefit of
extensive reading on learners writing, speaking skills.

31
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Reading in a Foreign Language, 20(1).
Richards, J. C., & Renandya W. A. (Eds). (2002). Methodology in language teaching: An
anthology of current practice. Cambridge: Cambridge University Press.
Scrivener, J. (2011). Learning Teaching (3rd ed.). Oxford, UK: Macmillan Publishers
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Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test)
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The Extensive Reading Foundation ‘s. (2011). Guide to Extensive Reading.

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 Appendix
Questionnaire
First Part: Fill the flowing table.
Name…………………...……… Age ……………………… Province …….…………….
University……………………...… Faculty ……….………………. Class ……………….

Second Part: Answer the flowing question.

Each of the items has 4 points scale where 1: strongly agree 2: agree 3: disagree 4: strongly
disagree.
Please put a tick mark in the boxes for your opinion about each statement.

Strongly Strongly
Item Agree Disagree
Agree Disagree
1: Students can improve their vocabulary when they
1 2 3 4
read a lot of books in the target language.

2. Students feel fear when they face with difficult texts. 1 2 3 4

3. Students can read a text faster when the text is easy. 1 2 3 4

4. Students feel more confident when they do not have

to read a text word by word and can focus on the 1 2 3 4
overall meaning.
5. Students can recognize vocabulary more easily when
1 2 3 4
they are repeatedly words while reading.
6. Students get motivated to learn more about the
language when they can understand word meaning 1 2 3 4
and grammar.
7. Reading a lot of books can improve students spelling
1 2 3 4
mistakes.
8. Students can acquire a language more quickly when
they read in a free environment rather than in a 1 2 3 4
structural classroom situation.
9. Students feel more interested to read a book in the
target language when it is related to their own 1 2 3 4
interest.
10. Students can improve their background knowledge
1 2 3 4
by reading a lot of books in the target language.

34