Abstract:Extensive Reading (ER) programs are established within many Japanese universities because of their numerous benefits (Nation & Waring, 2019). The issue for teachers is not whether to include ER, but how much they should require students to read and how to persuade institutions to invest in more books. In this pilot study into the relationship between ER and incidental vocabulary gains, these issues are explored through a discussion of data drawn from 160 undergraduates in a year-long English course requiri… Show more
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