Extensive Reading in the EFL Classroom: Benefits of a Face-to-Face Collaboration Activity

Autor/in	Kirchhoff, Cheryl
Titel	Extensive Reading in the EFL Classroom: Benefits of a Face-to-Face Collaboration Activity
Quelle	In: Reading Matrix: An International Online Journal, 15 (2015) 1, S.54-65 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	English (Second Language); Reading Assignments; Teaching Methods; Second Language Learning; Books; Qualitative Research; Surveys; Cooperative Learning; College Students; Foreign Countries; Student Motivation; Group Discussion; Questionnaires; Student Attitudes; Instructional Effectiveness; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Book; Buch; Monographie; Monografie; Qualitative Forschung; Survey; Umfrage; Befragung; Kooperatives Lernen; Collegestudent; Ausland; Schulische Motivation; Gruppendiskussion; Fragebogen; Schülerverhalten; Unterrichtserfolg
Abstract	Extensive reading is an approach to language education that has shown great promise for foreign language learners to acquire language; however, implementation reveals difficulty in maintaining student motivation to read over long periods of time. This study investigates students' experience of face-to-face talk about books in an extensive reading class. Qualitative analysis of survey results suggests that collaboration assists and stimulates extensive reading for Japanese university students. Talking about the books can change extensive reading from being a solitary act into one that meets students' academic and social needs and may be the emergence of intrinsic motivation to read. These findings suggest that collaboration tasks may be a motivational strategy for extensive reading instructors and it also lends support to socio-dynamic views of motivation (Dörnyei & Ushioda, 2011). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01