Results for Question 3

Learning logs showed what aspect or feature of language students felt they improved in after the ER program. Many aspects were mentioned - quency students pointed out an aspect of language. The most commonly mentioned aspects were vocabulary, reading, writing, and grammar. This information matches with what was said during the interviews. other, using the dictionary, and their inference skills. Also, teacher help

In addition, students answered four open questions in the learning logs. Pupils expressed some commonalities. They mentioned the biggest challenge when reading was dealing with new vocabulary and some unknown grammar structures. Another big challenge for them was trying to read without translating every single word and trying to follow the sequence of some stories that did not have a simple plot.

Note: Some learning logs contained more than two aspects of language.

The present study was designed in order to answer three quesoutperformed the CG in the post-test, the independent sample t-testgests that the EG and the CG reading comprehension skills remained the same in spite of the ER program. However, it is worth noticing that the paired sample t - tion that did not occur with the CG.

Despite the results from the independent sample t-test, the paired sample t-tests demonstrated the ER program had a positive impact on the EG students’ reading comprehension skills. These re-- tistically outperform the CG in the post-test. Another possibility is that -

The second question sought to understand students’ perceptions toward the ER program. It was clear that they had positive feelings and ideas about reading extensively, not only because they felt it helped them improve their English, but because it motivated them to read in Spanish and English. Even though students felt anxious or reluctant to read in English at the beginning, these perceptions gradually vanished and became positive. These outcomes resemble other qualitative stud- a formal test, students claimed their vocabulary, reading, writing, and grammar among other skills, were enhanced with ER. This resembles as well as having students read appropriate material at their own pace, which is suggested by the literature.

Finally, the third question scope was on the linguistic aspects students believe they improved while reading extensively. The coded data from learning logs and interviews pointed out that they felt their vo- also felt their reading comprehension, grammar, and writing skills were enhanced during the program. The instruments used during this study remarked on the importance of vocabulary when reading, which interestingly was mentioned by students. It was stated that dealing with new vocabulary was a challenge for them. Thus, book selection is crucial for them to succeed in an ER program.

Conclusions

students’ comprehension skills, but it is necessary to have longer application periods to get more consistent results. Also, ER was seen as something positive and useful by the students who took part in the program. Having a good perception of reading might cause students - terviews raised some must-consider aspects when implementing an ER program in the Ecuadorian EFL context. Finally, students feel their vocabulary is mostly improved when doing ER.

Limitations

The present study had some limitations like time, and bias due to the nature of the investigation project. In addition, this study was limited cannot be generalized to a whole context, and to do so further research will be needed.

Recommendations

The main and the most important recommendation for researchhas to do with application time. An ER program might not have immewhen performed for longer periods.

In other research projects focused on ER, it is important to consider not only reading comprehension skills. It would be of great use to include formal assessment tools to measure vocabulary acquisition, and spelling, among other language skills, to increase the scope of future studies.

ER programs require certain conditions to be successful. For instance, ER requires teachers and administrators to provide a wide range of books and reading material. In spite of having a considerable number of books during the present ER program, some students suggested that and genres. Moreover, it should be considered that ER should be done during class hours and with short breaks during sustained silent reading. In addition, it is advisable to let students read the book they chose at their own pace. In this particular study, students mentioned they did not like to have a book for the whole class. Lastly, book selection is cru-

EFL research series for teachers: Pedagogical Innovations facilitated by ICT in the classroom

References

The Read-

Educational Leadership,

Behind.aspx

Teaching by principles: An interactive approach to language pedagogy nd-book-for-teachers.pdf - al high school students’ L2 vocabulary and reading rates. English Teaching- hancing-vocational-high-school-students-l2-vocabulary-reading-rates

Reglamento de régimen académicoReading in a Foreign Language

Extensive reading in the second language classroom. Cambridge University Press.

Test and score data summary for TOEFL iBT® tests

System

comprehension and attitudes. International Journal of Research in English Education can’t EFL programs deliver as expected? Procedia Social Behavioral and Sciences - ing and listening comprehension among senior high school students. KATE Bulletin - guage reading abilities. Prospect comprehension. Teaching Exceptional Children

Educational Leadership, - ality.aspx

Hábitos de Lectura en Ecuador - ing in EFL. Reading in a Foreign Language classes in Turkish context. European Journal of Language and Literature Studieses and their implementations. RELC Journal

The Internet TESL Journal

Second language acquisition: Theory, application and some conjectures. Cambridge University Press.

Second language acquisition applied to English language teaching. TESOL press.

Applied linguistics and materials developmentademic.

The World Economy - hanced extensive reading. Reading in a Foreign Language among intermediate learners. Sci. Int. (Lahore)- ception. The Reading Matrix acquisition and instruction. Reading Research Quarterly

Outcomes placement test. Retrieved

ELT Journal

RELC Journal,

Methodology in Language Teaching: An Anthology of Current Practice - comprehensible input approaches to foreign language instruc- tion at the intermediate level. System -

Guiding school improvement with action research. ASCD. - he Bonn handbook of globality reading: A case study. The Canadian Journal of Applied Linguistics English prepositions through enhanced extensive reading instruction. RELC Journal

International Publishing.

The teaching knowledge test course nd - sion, reading rate, and vocabulary acquisition. Reading Research

Quarterly - en’t enough. Canadian Modern Language Review -

Handbook of research in second language teaching and learning - cacy of extensive reading. The Reading Matrix non-English majors: Factors and attitudes. International Journal of Applied Linguistics & English LiteratureApplied linguistics and materials development

English writing. World Journal of Education

What is perception in Psy- tion-theory-quiz.html. on L2 extensive reading. Reading in a Foreign Language System - a foreign language. Reading in a Foreign Language - ing. JSTOR Language Arts

Proust and the squid: The story and science of the reading brain. HarperCollins.