The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Abstract

This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.

Effects of Additive Extensive Reading on Struggling Thai University Learners

“…Some students reported that after practicing RRJ and SRA, they also had positive attitude towards English or learning English (S6/8, S7/1, and S7/24). The results support several previous studies (e.g., Bieri, 2018;Endris, 2018;Levy, 2017;Nutalak, 2019;Pongsatornpipat, 2021;Puripunyavanich, 2021;Rahmawati & Nasir, 2018;Shih, 2019;and Yilmaz et al, 2020) on the positive effects of ER on learners' attitude towards ER and reading in English as well as on learning English (Maipoka & Soontornwipast, 2021;Yilmaz et. al., 2020).…”

“…These qualitative findings are consistent with the ER benefits found in other studies, such as Channa et al (2015), Levy (2017), Nutalak (2019), Wirth and Aziz (2015), Wisaijorn (2017), and Yilmaz et al (2020). The ER activities made the students explore their reading process, and they started practicing reading strategies learned in class and gained more vocabulary.…”

“…The different features of the ER activities in this study can be compared with those in many previous studies with ER programs (Puripunyavanich, 2021(Puripunyavanich, , 2022Wisaijorn, 2017;Yilmaz et al, 2020), particularly in terms of two features. First, the ER activities were additive reading activities which occurred outside the classroom, while most of the previous studies involved graded reader activities held in the classroom or held as an ER program.…”

Reading Difficulty Viewed from Its Indicators in the Junior High School

“…et al, 2016;Sangria, 2018). Reading also can enhance the learners' comprehension about whether words or sentences (Singh et al, 2021;Tayyeh et al, 2021;Yılmaz et al, 2020). The students are trained in reading different texts--descriptive, narrative, and recount texts (Minaee et al, 2021;Sucipto & Cahyo, 2019).…”

Book Club Discussion: An Extensive Reading Program in Writing Class

“…Another researcher was Sakurai (2017), found positive relationship between extensive reading program towards the ability of micro skill of writing namely vocabullary, grammar, coherence and cohesion. Another possitive effect of extensive reading was found by Yilmaz, it showed that the performance of writing performance and foreign language concept (FLC) of English Foreign Language students were influenced by the extensive reading program (Yılmaz et al, 2020).…”