چکیده:
This research aimed at reporting two consecutive studies on the effects of
extensive reading on reading comprehension and attitudes of Ethiopian
second cycle primary school students. An intervention and a control group,
selected from two intact grade 8 sections, were included in each study. The
intervention group was exposed to extensive reading for 6 weeks and 12
weeks in the first and second study respectively. To collect data, reading
comprehension tests and attitude questionnaires were used. The results
revealed that there was no significant difference between the intervention
and the control group in reading comprehension and attitudes toward reading
when the time was restricted and only reading was used in the intervention.
However, the intervention group scored significantly better than the control
group in reading comprehension and attitudes toward reading when the time
for reading was extended and motivating activities were included.
Implications are deduced for time allocation and the use of motivating
activities in the implementation of an extensive reading programme in inputpoor
EFL settings like Ethiopia.
خلاصه ماشینی:
Abstract This research aimed at reporting two consecutive studies on the effects of extensive reading on reading comprehension and attitudes of Ethiopian second cycle primary school students.
Keywords: extensive reading, reading attitude, reading comprehension, second cycle primary school Endris International Journal of Research in English Education (2018) 3:4 2 1.
Over the last few decades, various studies (Al-Nafisah, 2015; Bell, 2001; Elley & Mangubhai, 1983; Hafiz & Tudor, 1989; Jeon & Day, 2015; Lituanas, Jacobs, & Renandya, 1999; Nakanishi, 2015; Richards & Schmidt, 2002; Sheu, 2003) have provided positive evidences for the effectiveness of ER for overall language proficiency including reading comprehension at different levels and in diverse ESL/EFL situations.
An investigation of a survey result also confirmed that second cycle primary (grades 7 and 8) school students’ habits and attitudes toward extensive reading were poor (Endris, in press).
com Volume 3, Number 4, December 2018 Endris International Journal of Research in English Education (2018) 3:4 3 Considering the reading comprehension and attitude problems, the present researcher observed the actual classroom practice of reading lessons in three second cycle primary schools in Woldia Town, Ethiopia.
Similarly, Al-Nafisah, (2015) conducted a study on the effect of an extensive reading programme on the reading comprehension of Saudi EFL university students.
com Volume 3, Number 4, December 2018 Endris International Journal of Research in English Education (2018) 3:4 4 participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group.