The impact of extensive reading on English language proficiency and motivation to read

This study focuses on the development and implementation of an extensive reading (ER) programme to enhance English Language proficiency and motivation to read among fourteen-year old students in a secondary school in Malaysia. The nine-month study utilized an experimental design where the 120 partic...

Full description

Saved in:

Bibliographic Details
Main Author:	Dhiraj Singh, Navinder Kaur
Format:	Thesis
Language:	English
Published:	2015
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/77771/1/NavinderKaurDhirajPFP2015.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utm-ep.77771
record_format	uketd_dc
spelling	my-utm-ep.777712018-07-04T11:44:21Z The impact of extensive reading on English language proficiency and motivation to read 2015-01 Dhiraj Singh, Navinder Kaur L Education (General) This study focuses on the development and implementation of an extensive reading (ER) programme to enhance English Language proficiency and motivation to read among fourteen-year old students in a secondary school in Malaysia. The nine-month study utilized an experimental design where the 120 participants were divided into two groups: an experimental group (59 students) and a control group (61 students). The experimental group was engaged in a weekly 40-minute scheduled class time where extensive reading was carried out in school while the control group read in their free time. Both groups were provided with the same reading materials. The effectiveness of the programme in developing three aspects of students’ language proficiency - vocabulary, general language proficiency and reading comprehension was measured using three instruments which were the vocabulary, cloze and comprehension tests. An affective questionnaire was designed to assess change in motivation to read and structured open-ended interviews were conducted on 20 students to elicit feedback on the effectiveness of the ER programme. Results from t-test paired-samples and independent samples showed that the experimental group improved in the vocabulary, cloze and reading comprehension tests while the control group did not show any improvement. However, there was no significant difference in motivation to read in both groups. The results suggest that monitored ER scheduled during a weekly class time where students read comprehensible articles should be made part of the curriculum. This can be achieved through the proposed Collaborative ER Model. 2015-01 Thesis http://eprints.utm.my/id/eprint/77771/ http://eprints.utm.my/id/eprint/77771/1/NavinderKaurDhirajPFP2015.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:97169 phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Dhiraj Singh, Navinder Kaur The impact of extensive reading on English language proficiency and motivation to read
description	This study focuses on the development and implementation of an extensive reading (ER) programme to enhance English Language proficiency and motivation to read among fourteen-year old students in a secondary school in Malaysia. The nine-month study utilized an experimental design where the 120 participants were divided into two groups: an experimental group (59 students) and a control group (61 students). The experimental group was engaged in a weekly 40-minute scheduled class time where extensive reading was carried out in school while the control group read in their free time. Both groups were provided with the same reading materials. The effectiveness of the programme in developing three aspects of students’ language proficiency - vocabulary, general language proficiency and reading comprehension was measured using three instruments which were the vocabulary, cloze and comprehension tests. An affective questionnaire was designed to assess change in motivation to read and structured open-ended interviews were conducted on 20 students to elicit feedback on the effectiveness of the ER programme. Results from t-test paired-samples and independent samples showed that the experimental group improved in the vocabulary, cloze and reading comprehension tests while the control group did not show any improvement. However, there was no significant difference in motivation to read in both groups. The results suggest that monitored ER scheduled during a weekly class time where students read comprehensible articles should be made part of the curriculum. This can be achieved through the proposed Collaborative ER Model.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Dhiraj Singh, Navinder Kaur
author_facet	Dhiraj Singh, Navinder Kaur
author_sort	Dhiraj Singh, Navinder Kaur
title	The impact of extensive reading on English language proficiency and motivation to read
title_short	The impact of extensive reading on English language proficiency and motivation to read
title_full	The impact of extensive reading on English language proficiency and motivation to read
title_fullStr	The impact of extensive reading on English language proficiency and motivation to read
title_full_unstemmed	The impact of extensive reading on English language proficiency and motivation to read
title_sort	impact of extensive reading on english language proficiency and motivation to read
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2015
url	http://eprints.utm.my/id/eprint/77771/1/NavinderKaurDhirajPFP2015.pdf
_version_	1747817826948743168

The impact of extensive reading on English language proficiency and motivation to read

Similar Items