Extensive Reading on Postgraduate Students' Perceptions and Its Effects on Reading Comprehension

Authors

DOI:

https://doi.org/10.54855/ijte.22243

Keywords:

extensive reading, reading comprehension, students' perceptions, reading, ER

Abstract

Several studies have shown the effectiveness of extensive reading (ER) in English as a second language (ESL) and English as a foreign language (EFL) classrooms. This study aimed to explore students' perceptions of ER and its benefits on reading comprehension. Extensive reading is considered to be a useful reading technique to arouse students' reading abilities. Data were collected from 36 participants who are master's candidates at a university in Southern Vietnam through a 3-Likert scale questionnaire and a semi-interview on study issues. The findings of the study claim that students applied ER to their reading processes through free reading, free topics, and non-pressure on reading tasks. Students believe that ER activities help to improve reading competence and unconsciously build up a reading habit for readers. From the results of the study, ER proves its advantages by what students gained, such as the ability to comprehend reading passages and to make inferences or predictions. The researcher suggests further studies should focus on factors that affect ER processes and conduct experimental research to evaluate ER advantages.

Author Biography

Huynh Dai Phuoc, Faculty of Foreign Languages, Dong Nai of Technology University, Dong Nai Province, Vietnam

Huynh Dai Phuoc has been in English teaching for over 10 years. He is interested in teaching TOEIC and especially in reading comprehension activities. He is currently taking part in a master's course in English Linguistics at Dong Nai of Technology University with a focus on language teaching methodologies and linguistics.

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Published

26-06-2022

How to Cite

Huynh, D. P. (2022). Extensive Reading on Postgraduate Students’ Perceptions and Its Effects on Reading Comprehension. International Journal of TESOL & Education, 2(4), 32–47. https://doi.org/10.54855/ijte.22243