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Motivating Teachers to Implement Extensive Reading in Class

20th BETA-IATEFL

Annual International Conference

2011.4.29-5.1

Atsuko Takase (Kinki University)

Kyoko Uozumi (Kobe International University)

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The Purpose of the Current Study

To investigate differences in motivation and attitudes toward English teaching between Extensive Reading (ER) practitioners (P) and non-practitioners (NP)

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What is Extensive Reading?

* Extensive Reading means reading in quantity … to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading (Longman Dictionary of Language Teaching and Applied

Linguistics, 1992)

* Extensive Reading is an approach to language teaching in which learners read a lot of easy materials …

( Bamford and Day, 2004).

* Reading 1 million words and beyond (Sakai, 2002)

＊Learn to read by reading (Smith, 1985)

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Implementation of Extensive Reading

To have ample input

To acquire automaticity

To develop reading fluency

To motivate students to read English

To experience joy of reading

To acquire reading habit

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Differences between Traditional Approaches to Reading and ER

Traditional approach

(Grammar-translation)

Extensive Reading

Choice of textbooks By teachers By learners

Amount of reading Limited Substantial

Comprehension of

the content

Partial, fractional Complete

English in text Complex Relatively simple

Speed of reading Slow Fast (wpm ≒100 or more)

Manner of

comprehension

Via translation As it is (without translation)

Takase（2010, p.24 modified）

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Study Questions

What are the differences in motivation and attitudes toward extensive reading between ER practitioners and non-practitioners?

Is there any change in teachers’ attitudes toward ER as it is getting more popular?

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Data collected (2010-2011)

JACET (November 2010)

Seminar at Toyota (December 2010)

ER Seminar in Tokyo (December 2010)

JERA Seminar in Osaka (February 2011)

ERJ of JALT in Okayama (February 2011)

From part-time lecturers at Kansai

University & Kobe International University

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Respondents’ Affiliation (2010)

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Practitioners (2010)

Experience of ER in class In-class or outside class?

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Not happy with content in English class (2010)

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What motivated you to start an ER

programme? (2010)

1. To improve classes for Ss

2. Influences from books or seminars

3. Out of Ts’ own experiences of ER

4. Recommendation from Ss’

parents or colleagues

5. To motivate Ss

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What do you think is the most important in

teaching a foreign language? (2010)

1. To provide Ss with chances to use it a lot

2. To get Ss interested

3. To teach Ss how to use it practically

4. To establish mutual trust between Ts and Ss

5. To be patient with Ss’ progress

6. To teach precise basics

7. To use the latest information or approach in teaching

8. To teach efficiently

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What do you think teachers should avoid in

teaching a foreign language? (2010)

1. Having negative attitudes toward

students

2. Lack of preparation for class or

knowledge of the latest information

on teaching

3. Putting too much emphasis on one

aspect of the language

4. Teacher-centred class

5. Demanding too much from students

(accuracy, memorization, high

proficiency etc)

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Questions on Reading

It is important to read:

1. with understanding of grammar.

2. while precisely translating into Japanese.

3. fast.

4. in a great amount.

5. while looking up unknown words in a

dictionary.

6. for pleasure.

7. the designated textbook in class.

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What is important in reading

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Positive Effects of ER Programmes

(Practitioners, 2010)

1. Students enjoyed reading.

2. Students became confident

in English.

3. Students’ English proficiency

has improved.

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Positive Effects of ER Programmes (%)

(P & NP, 2010)

Items 2010 P 2010 NP

Ss enjoyed reading. 80 49.1

Ss became confident in English. 47.3 52.7

Ss’ English proficiency has improved. 38.2 72.7

It became easier to teach Ss of different levels. 36.4 40

T has read a lot of books. 32.7 16.4

Communication btw T & Ss has been promoted. 25.5 9.1

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Positive Effects of ER Programmes

(P vs. NP, 2010)

1. Ss enjoy reading.

2. Ss’ English proficiency improves.

3. T reads a lot of books.

4. Communication between T & Ss increases.

5. Positive effects on other skills (listening, speaking or writing) are expected.

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Problems in ER Programmes

(Practitioners, 2010)

1. Little budget is provided for ER

materials.

2. It is time-consuming work

(book management included).

3. There are reluctant students

in class.

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Problems in ER programmes (%)

(P & NP, 2010)

Items 2010 P 2010 NP

Little budget for ER materials 40 54.5

Time-consuming work 32.7 36.4

Some reluctant students 30.9 29.1

Not sure of how to evaluate Ss 27.3 43.6

No support from colleagues 25.5 18.2

Not sure of how to practice ER in class 10.9 47.3

Limited class time in the curriculum 5.5 20

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Problems in ER Programmes

(P vs. NP, 2010)

1. Not sure of how to practice

ER in class

2. Not sure of how to evaluate

Ss’ progress

3. Limited class time in the

curriculum

4. Few Ss to continue ER

5. Little progress in Ss’

proficiency

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Study Question 2

Is there any change in teachers’ attitudes toward ER as it is getting more popular?

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Comparison of ER practitioners

between 2006, 2008 & 2010

P NP Total

2006 58 40 98

2008 41 --- 41

2010 55 55 110

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Positive Effects of ER Programmes

(2006, 2008 & 2010)

1. Students enjoyed reading.

2. Students became confident

in English.

3. Students’ English proficiency

has improved.

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Positive Effects of ER Programmes (%)

(2006, 2008 & 2010)

Items 2006 P 2008 P 2010 P

Ss enjoyed reading. 72.4 70.7 80

Ss became confident in English. 12.1 53.7 47.3

Ss’ English proficiency has improved. 56.9 48.8 38.2

T has read a lot of books. ----- 48.4 32.7

Communication between T & Ss has been

promoted. 36.2 43.9 25.5

T’s English proficiency has improved. ---- 34.1 14.5

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Problems in ER Programmes

(2006, 2008 & 2010)

1. Little budget is provided for

ER materials.

2. It is time-consuming work

(book management included).

3. There are reluctant students

in class.

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Problems in ER Programmes (%)

(2006, 2008 & 2010)

Items

2006 P 2008 P 2010 P

Little budget for ER materials 48.3 46.3 40

Time-consuming work 29.3 46.3 32.7

Some reluctant students 37.9 36.6 30.9

No support from colleagues 22.4 19.5 25.5

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Little progress in Ss’ proficiency 10.3 7.3 9.1

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Expected Problems in ER Programems (%)

(2006 & 2010)

Items 2006 NP 2010 NP

Little budget for ER materials 45.7 54.5

Difficulty of the different role of the teacher 10.9 47.3

Time-consuming work 15.2 36.4

Limited class time in the curriculum 37 20

Some reluctant students 0 29.1

No support from colleagues 15.2 18.2

Little progress in Ss’ proficiency 0 0

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Conclusions

ER practitioners

- have positive attitudes toward student-centered

classes.

- put great emphasis on the relationship with

students.

- are motivated to implement ER affected by Ss’ joy

of reading.

Non-practitioners

- are more content with the conventional approaches.

- expect ER to improve Ss’ proficiency more than

practitioners do.

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Implications

While practitioners have felt similar effects on Ss by implementation of ER, non-practitioners’ inflated expectation for

the last 5 years has become apparent.

→ Teacher training is necessary for

a successful ER programme.

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References Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge

University Press.

Furukawas, A. (2010). [Eigo tadoku hou]. How to read English extensively. Shgakukan.

Henry, Jeanne (1995). IF Not Now. Developmental Readers in the College Classroom, Boynton/Cook Heinemman.

Krashen, S. D. (1993). The Power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.

Macalister, J. (2008a). Implementing extensive reading in a EAP programme. ELT Journal 62(3): 248-256.

Nishizawa, H., Yoshioka, T., & Fukada, M. (2010). The impact of a 4-year extensive reading program. JALT2009

conference Proceedings, 632-640.

Pilgreen, J. L. (2000). The SSR Handbook. Boynton/Cook Heinemann.

Takase, A. (2006). Teachers motivated by students' Extensive Reading: A case study of teachers’ motivation to

start reading English books. JALT 2005 Conference Proceedings. Tokyo: JALT

Takase, A. (2007). Extensive Reading in the Japanese high school setting. The Language Teacher, 31(5). 7-10.

Takase, A. (2008). Two Most Critical Tips for a Successful Extensive Reading. Kinki University English Journal. 1.

119-136. The Kinki University English Society.

Takase, A. (2010). [Eigo tadoku tacho shido manual] Teaching Manual for Extensive Reading and Listening.

Taishukan.

Takase, A. & Uozumi, K. (2009). What Motivates Teachers to Implement ER in Class. Paper presented at the

JERA Conference in Toyota.

Takase, A & Uozumi, K. (in print). What Motivates Teachers to Continue Extensive Reading Programs in

Class. ERJ

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The First Extensive Reading World Congress

“Extensive Reading: The Magic Carpet to Language Learning”

3-6 September 2011 @ the campus of Kyoto Sangyo University

http:erfoundation.org/erwc1/

3 September (Sat): JERA Workshop & ERF Pre-conference Workshops

4 September (Sun): Congress concurrent sessions – Day 1

5 September (Mon): Congress concurrent sessions – Day 2

6 September (Tue): Post-conference Workshops