Free Voluntary Reading: Promoting Vocabulary Learning and Self-Directedness

Durán-Bautista, Diana Carolina; Marulanda, Mario Alberto Rendón

doi:10.5539/elt.v11n8p51

Cited by 7 publications

(12 citation statements)

References 14 publications

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“…More importantly, in the contemporary context of global radical technological advancement, language competency is the major tool for learners to adapt to the unprecedented changes and master necessary skills for the 21st century world [7][8][9]. Studies have suggested that avid readers have higher propensity for critical thinking [10] and self-direction skills [11], which are associated with more self-awareness, clearer life goals and higher achievements in adulthood [12]. Reading proficiency has also been found to be the predicting factor for academic performance, including Science, Technology, Engineering and Mathematics (STEM) subjects, as well as educational attainment at secondary level [13,14].…”

Section: A Brief Overviewmentioning

confidence: 99%

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

et al. 2019

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Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations’ Sustainable Development Goal 4: Quality Education.

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Section: A Brief Overviewmentioning

confidence: 99%

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

et al. 2019

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“…While some studies reported improved reading rate and reading comprehension (Suk, 2016;McLean & Rouault, 2017;Tran, 2018), others suggest that ER did not improve students' reading comprehension (Shih, 2015;Azmuddin et al, 2019). ER's positive impact on vocabulary gains was more consistently found in studies (Suk, 2016;Bautista & Marulanda, 2018;Tan & Kasuma, 2019;Tan et al, 2018), however, Boutorwick et al (2019 noted that learners need to be interested or engaged for ER to improve their vocabulary knowledge. Studies discussed in this paper also seem to suggest that ER has a positive impact on ESL/EFL reading motivation (Ro, 2013;Bautista & Marulanda, 2018;Tan & Kasuma, 2019).…”

Section: Discussionmentioning

confidence: 94%

“…Recent studies were also in line with Liu and Zhang's (2018) findings that ER helps with vocabulary acquisition. Bautista and Marulanda's (2018) study on university students in two private universities in Colombia revealed that the free voluntary reading programme implemented with vocabulary-learning instruction improved active vocabulary use and retention. Suk (2016) also found that the treatment group that experienced ER performed better than the control group in vocabulary tests.…”

Section: Impact Of Er On Vocabulary Knowledgementioning

confidence: 99%

“…University students' reluctant attitude toward reading prompted Bautista and Marulanda (2018) to investigate whether a free voluntary reading programme could affect students' interest in reading and reading frequency. Results after the intervention were as there was an increase of 62% of students with improved attitude toward voluntary reading.…”

Section: Impact Of Extensive Reading (Er) On Esl Reading Motivationmentioning

confidence: 99%

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Extensive Reading and its Impact on Malaysian Undergraduate ESL/EFL Learners’ Reading Proficiency and Reading Motivation

Ker-hsin¹,

Razali²

2023

IJARPED

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English language reading skills are important for tertiary students. In Malaysia, tertiary students are required to master the English academic reading for their tertiary studies. However, Malaysian tertiary students' reading proficiency in English is often found below par, which is attributed to poor reading skills and habits, as well as a lack of motivation to read. The authors believe that extensive reading (ER) should be used to complement intensive reading practiced in tertiary education reading. It is important to learn from past studies the potentials as well as problems with ER, so that teachers and researchers alike can better approach the use of ER in the teaching of English as a second language (ESL) reading. This article reports on the systematic literature review of 32 studies on ER programmes, particularly on its impact on ESL students' reading proficiency and reading motivation, that were published between 2003 and 2019 and obtained through established research databases. The results of the review found that there are positive impacts of ER on ESL reading, particularly on reading rate and reading comprehension, vocabulary knowledge, and reading motivation, as well as the importance of goal setting and monitoring to ensure the success of ER in ESL reading. The authors suggest implications for teacher practitioners, future researchers and course developers to plan how ER would be a valuable addition to their respective programmes and also provide them with ideas in designing their own unique ER programmes to cater to their students' needs.

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“…Furthermore, learners have also been known to like books that are more difficult if they find the content more meaningful (Chiu, 2015). Bautista and Marulanda's (2018) study to investigate whether a free voluntary reading programme could affect students' interest in reading and reading frequency also found that after the intervention there was an increase of 62% of students with improved attitude toward voluntary reading. In a study conducted in a Malaysian public university, remedial English language learners who experienced Sustained Independent Reading (SIR) indicated that they felt more motivated to read in English (Tan & Kasuma, 2019).…”

Section: Impact Of Extensive Reading On Esl Reading Motivationmentioning

confidence: 99%

Exploring the Roles of Extensive Reading on Malaysian Tertiary ESL Students’ Motivation to Read in English

Wan¹,

Razali²

2022

IJARPED

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English language reading skills and reading motivation are important in tertiary education. In the case of Malaysian tertiary education, most courses are conducted in English language and most references are in English. However, Malaysian tertiary students' reading proficiency in English has often been labelled as below par, which is attributed to poor reading skills and habits, as well as a lack of motivation to read. One of the ways that can increase their reading habits and motivation is extensive reading. This qualitative study explores Malaysian tertiary ESL students' perceptions of extensive reading, the roles that extensive reading play in developing (or hindering) their reading motivation, as well as the factors that contribute to (or hinder) their motivation for reading. Employing a case study approach, three tertiary ESL students from three private institutes of higher learning in Klang Valley were selected via purposive sampling. Semi-structured individual interviews were conducted, and the participants' reading journal entries were collected, and analysed using thematic analysis. The findings indicated that extensive reading was perceived to have great value, and it played important roles that developed participants' motivation to read. However, sociocultural factors contribute to increasing or decreasing students' motivation to read. It was found that students' motivation to read can be developed and sustained when they believe in the value of extensive reading, have high expectancy for success at reading, and enjoy reading for its own sake as evidenced by their reports of experiencing flow while reading. The study also provide a better understanding of what drives students to read or hinders them from reading, which could allow valuable insight into motivating alliterates to read.

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Free Voluntary Reading: Promoting Vocabulary Learning and Self-Directedness

Cited by 7 publications

References 14 publications

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Extensive Reading and its Impact on Malaysian Undergraduate ESL/EFL Learners’ Reading Proficiency and Reading Motivation

Exploring the Roles of Extensive Reading on Malaysian Tertiary ESL Students’ Motivation to Read in English

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