Empowering Young Adult Second Language Learners through Extensive Reading Practices

Abstract

Although English as a second language learners identify linguistic forms, structures, rules, and functions in the classroom, they are not able to use them correctly in receiving and producing meaning due to a lack of exposure to the language. Second-language learners can be exposed to the target language through extensive reading. Extensive reading may help the learner to recognize the function of linguistic forms, structures, patterns, and vocabulary of the target language and facilitate the learner to receive and produce meaning independently. Therefore, this study investigated the viability and validity of incorporating the extensive reading component into second language (L2) programmes designed to develop receptive and productive skills. This quasi-experimental study was conducted with 70 undergraduate students of both genders divided into two groups: experimental and control. Both groups were taught the same syllabus by the same teacher. However, the participants of the experimental group (N=35) were engaged in extensive reading programme whereas the participants of the control group (N=35) were not. When the achievement results of the two respective groups were compared, the results of the experimental group indicated a significant increase in receptive and productive skills. Therefore, extensive reading can be considered an effective and useful instrument in developing L2 receptive and productive skills.