Extensive Reading in English in Korea – an Annotated Bibliography
Preliminary, incomplete version for Second World Congress in Extensive Reading, 2013.09
Compiled by Kim Dammers (KEERA), Konyang University
+A
[Ahn Hee-Seong; Im Byung-Bin; and Yoon Sang-Don] 안희성; 임병빈; and 윤상돈
2010 “다독이 중학생의 영어 쓰기능력에 미치는 영향 연구 = The Effect of Extensive
Reading on Improving Middle School Students’ Writing Ability,” 영어교과교육 9(3):
227~249.
http://www.riss.kr/link?id=A82593237. Rtvd. 2013.02.19
Abstract
This study investigated the effect of extensive reading on improving middle school students’ writing
ability. For this study, 114 students in the third grade were selected as subjects. The subjects were divided
into two groups during 6 months. The students in the experimental group participated in writing activities
following extensive reading while the students in the control group engaged in writing activities after
reading textbook materials. To investigate the effects of extensive reading, writing tests were administered
before and after the experiment, and both quantitative and qualitative changes were analyzed. The results
of the questionnaire survey and analysis of writing tasks suggested that the effect of extensive reading on
middle school students’ writing ability proved to be significantly positive. Although the analytical
evaluation for writing shows significant increase in two areas (accuracy and fluency), in the other two
areas (contents and organization), there was no significant improvement of the students’ writing ability.
Keywords: ,쓰기능력 ,정확성 ,유창성 ,다독 ,
extensive reading, writing ability, accuracy, fluency
+B
Bankier, John
2012 “Three Types of Reader: Activities for Motivation in Extensive Reading,” The 2011
Pan-SIGConference Proceedings. JALT: Matsumoto. K. Bradford-Watts, R. Chartrand,
and E. Skier(Eds.), pp. 15~38.
http://www.cape.edu/docs/TTalk0021.pdf. Rtvd 2013.02.18
Abstract
In order to help teachers think more clearly about motivational issues in Extensive Reading
(ER), this paper aims to separate out common problems into three theoretical types of learner:
those who enjoy reading in the L1 but do not participate in ER, those who participate in ER but
whose beliefs about learning adversely affect their chances of success, and finally those learners
who are not interested reading at all. The characteristics of these types are first defined,
informed by the work of Dörnyei (2005; 2009), Wigfield and Guthrie (1997) and Mori (2002),
making particular reference to Mori’s four factors in reading motivation. Three activities are
then described, each of which targets a particular type of learner and aims to increase their
motivation through drawing on group cohesion, challenging learners’ beliefs about language,
and using the intrinsic value of reading to counter beliefs about reading efficacy.
Bibliographer’s note: The author surveyed students in developing this model. A substantial
number of the subjects were Koreans.
[Bi, Kong Gae ] 비공개
2009 “Extensive Reading — No Pain and Lots of Gain!” Korea Times online 2009.10.31.
http://kin.naver.com/qna/detail.nhn?d1id=11&dirId=110812&docId=60057921&qb=a29
yZWF0aW1lcyAyMDA5LjEwLjMwIGluIEtvcmVhIHRvIGRydW0gdXAgbXVjaCBtb3
RpdmF0aW9uIHRvIGRv&enc=utf8&section=kin&rank=1&search_sort=0&spq=0&pid=
RAVW8F5Y7usssvATvkwsssssssh-046185&sid=UissnnJvLDUAAEQM@2o.
Rtvd. 2013.09.07
Bibliographer’s note: This is a letter-to-the-editor advocating a relaxed ER for school children to be done at home.
[Byun, Ji Hyun] 변지현
2010a “Elementary School Teachers` Perspectives toward the Reading Materials in an
Extensive Reading Program,” 영어영문학 21 23(4): 263~286.
http://www.riss.kr/link?id=A82491565.
Rtvd. 2013.02.20
Abstract
The purpose of this research is to explore the perceptions of elementary school teachers toward the reading
materials that are likely to be offered in the extensive reading program. A total of twenty elementary school
teachers who were undergoing a professional development program participated in the study. They were situated
in a print-affluent classroom replete with approximately 1,100 English-language reading materials including
graded readers, young-adult books, and children`s books. In the program, the teachers were encouraged to check
out any book related to their interests and proficiency levels. Data were collected from multiple sources to enhance
the credibility of the study: observation with field notes, learner diaries, and interviews. The findings of the study
indicated that the participating teachers showed great fondness for graded readers and perceived them to be
appropriate reading materials for their elementary school students. The teachers` positive attitudes toward graded
readers originated from these elements: simplified language and interesting content. They also believed that
reading such books can be a cornerstone in instilling confidence in learners at elementary schools. Unlike the great
popularity of graded readers, other reading materials including young-adult books, best sellers, magazines, and
newspapers received less attention mainly due to colloquial language and a high level of text-difficulty.
Bibliographer’s note: This appears to be an extension of the study reported in Byun 2010b.
Keywords: extensive reading, graded readers, text difficulty, dramatic-play, journal writing
Byun, Ji-Hyun [변지현]
2010b Korean EFL Teachers' Perspectives about Their Participation in an
Extensive Reading Program. PhD: University of Texas at Austin. 241 pages.
http://repositories.lib.utexas.edu/bitstream/handle/2152/ETDUT-2010-08-1634/BYUN-DISSERTATION.pdf?sequence=1.
Rtvd. 2012.02.03
Abstract
The purpose of this research was to explore the overall perceptions of EFL teachers toward the
extensive reading approach as they experienced the approach first hand. More particularly, EFL
teachers' perspectives on the applicability issues of extensive reading for secondary level curriculum
in Korea were captured. Also, their personal experience with the approach, including the effect of
extensive reading on their foreign language anxiety, was investigated. A total of fourteen teachers in a
professional development program participated in the study. They were situated in a print-affluent
classroom replete with approximately 1000 books including graded readers, young adult books, some
magazines, best sellers and steady seller books. In the reading program, the teachers experienced
sustained silent reading, and participated in classroom discussion and activities related to extensive
reading. Also, these teachers were strongly encouraged to do outside reading. Data were collected
from multiple sources to enhance the credibility of the study, that is, classroom observation including
field notes and audio recordings, learner diaries, and interviews. Three surveys were also administered—
the Foreign Language Reading Anxiety Scale, The Teacher Foreign Language Anxiety Scale, and the
Affective Questionnaire to Extensive Reading. The findings from the study showed that although the
teachers were somewhat resistant to the idea of reading English-language books extensively prior to
their participation, they became proponents of the approach once they had the experience of pleasure
reading. They also expressed a fondness for graded readers and literature for young adults because of
the simplified language and appealing themes that characterize such reading materials, and were willing
to introduce them to students in secondary schools. Teachers also recognized the linguistic benefits of
extensive reading including vocabulary expansion, positive reading attitude, and a sense of
accomplishment from reading extensively. In terms of the applicability issue, however, the participating
teachers recommended introducing the approach gradually rather than implementing it immediately,
mainly because of the test-emphasized classroom culture of the secondary level curriculum in Korea. In
a similar vein, teachers also addressed problematic factors that would be considered an obstacle to
bringing the approach to the secondary curriculum. Those obstacles were problems related to curriculum
and evaluation, motivating reluctant and struggling students, and teachers' conflicted role in the
extensive reading class. Therefore, as mentioned earlier, they proposed a gradual approach and the use
of extra-curricular activities was mentioned as a possible first step to take. Regarding the effect of
extensive reading on foreign language anxiety, the data from the scale and from interviews indicated that
participating teachers were not highly anxious even prior to the program. [Cp. Byun 2010a.]
Key findings: ER has the potential to reduce the inequity in education between the rich and poor.
“With this proposal I mind, two key findings emerged: first, the extensive reading approach as a part
of an alternative to the inequity issue of learning in Korea, and second, the participating teachers’
formation of a reading society of [secondary-school] EFL teachers [meeting in the teachers’
community]” (p. 172).
[Byun, Ji-Hyun] 변지현
2010c “A Theoretical Review of Creating a Print-rich Environment in an Extensive Reading
Program,” 영어교과교육 9(3): 1~18.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=5af3c448a233922fffe0bdc3ef48d419.
Rtvd. 2013.02.18
Abstract
Extensive reading is based on Stephen D. Krashen’s language acquisition theories like the AcquisitionLearning Distinction, the Input Hypothesis, and the Affective Filter Hypothesis. It aims to provide a large
quantity of comprehensible input to language acquirers via reading and also intends to create a low
affective filter situation by allowing them to select their own reading materials, which are well within their
linguistic levels. For a successful extensive reading program, it is particularly important to create an
environment where learners feel free to select and read what they want. The success of the program
depends on how easy, varied, and interesting materials are prepared. In this study, a theoretical framework
of extensive reading is introduced first. Then, benefits of extensive reading and theoretical suggestions in
creating a print-rich environment to foster learners’ further reading are discussed.
Keywords: 다독 ,다독환경 ,이해 가능한 입력 ,
extensive reading, print-rich environment, comprehensible input
[Byun, Ji-Hyun] 변지현
2011 “중 등 영어교사들의 다독 체험이 읽기 동기 부여 및 자신감 형성에 미치는 영향 =
The Effects of Extensive Reading on Secondary School English Teachers' Motivation
for and Confidence in Reading,” 영어교과교육 10(1): 119~144.
Abstract
This study aims to explore the effects of extensive reading on secondary school English teachers'
motivation for and confidence in reading. The research questions are as follows: (1) How does extensive
reading affect secondary school English teachers' motivation for and confidence in reading? (2) How does
a print-rich environment contribute to increasing one's motivation to read? A total of fourteen teachers who
were taking a teacher training course participated in an extensive reading program of 17 hours for two
weeks. They were situated in a print-rich classroom replete with approximately 1,000 books that included
graded readers, young-adult books, best sellers, and magazines. So as to enhance the credibility of the
research, data were collected from multiple sources, such as observation with field notes, learner journals,
surveys, and interviews. Data were analyzed by comparison between different data sources. The findings
of the research indicated that the teachers became highly motivated to read and confident in reading
English books if they were reading materials they considered pleasurable and easy to read. They also
believed that a print-affluent environment was a very important factor in increasing their motivation to
read, providing a large quantity of comprehensible input to language learners.
Keywords: 다독 ,이해 가능한 입력 ,자율성 ,풍부한 읽기자료 환경 ,
extensive reading, comprehensible input, autonomy, print-rich environment
Byun, Ji-Hyun [변지현 ]; and Kayi-Aydar, Hayriye
2012 “Korean College Students' Reflexive Positions Toward Extensive
Reading and Follow-up Activities,” 영어영문학 21 25(1): 247~267.
http://www.riss.kr/link?id=A60104553.
Rtvd. 2013.02.20
Abstract
Extensive reading activities are believed to be an effective way of increasing literacy and language development.
Although previous work focused on the relation between extensive reading and overall linguistic competence and
learner attitudes, the perspectives of language learners toward the post activities of extensive reading have not
been adequately addressed. The study reported in this article was conducted to illuminate how English major and
non English major students at a university in South Korea positioned themselves with regards to the follow-up
extensive reading activities. Through a recursive analysis of interview data, survey, field notes, and student journal
entries, the findings demonstrated that although a majority of students positioned themselves as tolerant and
competent when they engaged in extensive reading activities, they positioned themselves as less capable in the
required post-reading tasks. In light of the findings, implications for extensive reading activities and roles of
teachers are discussed.
http://academic.naver.com/view.nhn?doc_id=57057388&dir_id=0&page=0&query=%22Extensive%20reading%20ac
tivities%20are%20believed%20to%20be%20an%20effective%20way%20of%20increasing%20literacy%22&ndsCate
goryId=10115. Rtvd. 2013.09.13
Keywords: positioning, extensive reading, follow-up activities
+C
Cha, Ji-Eun
2006 “The Effects of Extensive Reading on Enhancing Vocational High School Students'
L2 Vocabulary & Reading Rates,” 영어교육 64(3): 3~30.
http://www.riss.kr/link?id=A76597995.
Rtvd. 2013.02.20
Abstract
As an approach to L2 reading instruction, extensive reading (ER) has been reported to be a successful way to boost
L2 learners' general language proficiency as well as their motivation to study the target language. This empirical study
aimed to examine whether the benefits of ER, especially gains in L2 vocabulary and reading rates, are effective for
Korean vocational high school students who are regarded to be reluctant in learning L2. Twenty technical
high school students participated in this study for 12 weeks. Half of them read graded readers extensively
and the other half did not receive any treatment. The results revealed that the ER group achieved
statistically significant growth in L2 reading rates without impairing text comprehension. However, the
students did not make meaningful gains in L2 vocabulary sizes. In interviews with the ER group students,
they showed a positive attitude toward reading in L2 and looked forward to enjoying ER in L2 classes.
This study concluded by proposing that L2 teachers integrate ER into their classes, with two suggestions to
consider as they plan an ER program.
Keywords: extensive reading, L2 incidental vocabulary acquisition, L2 reading rate
[Cha, Na-young] 차나영
2007 Developing an Extensive Reading Program in EFL for the Elementary School
Classroom in Korea: The Teacher's Role in Motivation.
M.S.: 우송대학교TESOL-MALL.
http://naver.nanet.go.kr/SearchDetailView.do?cn=
KDMT1200754310&sysid=nhn (Login for PDF)
Rtvd. 2013.02.26
Chang, Hyung-ji
2011 “The Effect of Free Voluntary Reading on College English Reading Class in Korea,”
Proceedings of The Conference of Pan-P[a]cific Association of Applied Linguistics:
32~37.
http://paaljapan.org/conference2011/ProcNewest2011/pdf/oral/1D-1.pdf.
Rtvd 2013.02.09
Abstract
The present study examines the college English Reading Class (ERC) to cultivate Free Voluntary
Reading (FVR), which enables learners to read for enjoyment and acquire reading competence
spontaneously. Seventy participants were recruited and divided into two groups: traditional ERC only
and traditional ERC with FVR. FVR was conducted on the basis of Sustained Silent Reading (SSR),
Self-selected Reading (SR), a book presentation, and making reading notes for one semester. For
proposing the effect of FVR on ERC, the study adopted pre- and post tests designed to measure learners’
reading competence and affective variables in English learning. In the reading competence test, the
questions were extracted from a TOECI reading comprehension test, which consists of vocabulary finding,
grammar use, and text comprehension. In addition, estimating reading speed was appended. In the
surveys on affective variables in English learning the scales of AMTB (Attitudes and Motivation Test
Battery) and WTC (Willingness to Communicate) were utilized. In the results, the study suggests that
implementing FRVR into college ERC proves to be effective in developing reading competence in the
aspects of reading comprehension and attitudes//motivation in English learning, but not in the aspects of
reading speed and willingness to communicate in English.
Keywords: Free Voluntary Reading (FVR)/Sustained Silent Reading (SSR)/Self-selected Reading
(SR)/Willingness to Communicate (WTC)
Bibliographer’s notes: Korean university students in a control and an ER class were compared., within
the framework of these questions: Does ER (FVR: free voluntary reading) increase reading
comprehension and speed, Does it increase willingness to communicate in English and desire to learn the
language what is the most effective way to cultivate ER in college? This was presented over a background
of a reading program based on intensive reading (IR) only that was in need of overhaul. The test was
modified in that the ER was incorporated into the reading classes due to political/academic pressures or
concerns.
Chang, Shu-Chen
2009 “The Nature and Tendency of Simplification in Graded Readers,” Presentation listed for
the 2009 International KOTESOL Conference but not printed in the Proceedings.
Chin, Cheongsook
1999 “The Effects of Three Language Learning Strategies on EFL Vocabulary Acquisition,”
The Korea TESOL Journal 1(1): 1~ 12.
http://koreatesol.org/sites/default/files/pdf_publications/KTJ2-1999web.pdf.
Rtvd 2013.02.13.
Bibliographer’s notes: Eighty-five low-level Korean college freshmen were divided into three groups to
compare the effectiveness of 1) word-form analysis, 2) guessing the meaning of new words in the context,
and 3) combining the two. Multiple choice and fill-in-the-blank instruments gave different results, with 1)
being weaker than the others in the latter instrument; but no difference noted among the three in multiple
choice. The article does not actually refer to texts read by the subjects.
Chio, Kit U.
2009 "Reading and Second Language Acquisition," HKBU Papers in Applied 13:
153~17. http://lc.hkbu.edu.hk/book/pdf/v13_07.pdf.
Rtvd. 2012.02.13.
Bibliographer’s note: This survey of nine studies includes succinct coverage of Lee (2007) and a tabular
comparison of the studies and their results.
Cho, Kyung Sook
2004 “Teachers’ Voices in EFL Teacher Training: Reactions to a Sustained Silent
Reading Experience,” The International Journal of Foreign Language Teaching
Winter 2004: 17~20. http://tprstories.com/ijflt/IJFLTWinter041.pdf.
Rtrvd. 2012.02.08
Abstract
Korean teachers (the same 86 elementary-school teachers as in Cho and Krashen 2001) of
subjects other than English training to become EFL teachers were introduced to SSR in a single
two-hour session as participants. Their reactions were presented as home-work. The general
message was as follows: Few read for pleasure in English, “because they have not had successful
reading experiences with English and because of a lack of access to interesting reading material.”
The experience increased interest in recreational reading in English; subjects often had had
negative views toward reading. Access to and self-selection of books and no pressure to finish
were given as reasons for the positive attitude. Subjects also expressed interest in SSR for their
students because it would increase self-confidence, lower stress, and allow the students to learn naturally.
Cho, Kyung Sook; and Choi, Dong Seop
2008 “Are Read-Alouds and Free Reading ‘Natural Partners’?: An Experimental Study,”
Knowledge Quest 36 (5): 69-73.
Online Date: 2008.10.08. http://aasl.metapress.com/content/p3w01066662066t9/ .
Rtvd. 2013.02.08.
“In this study, we investigate the effect of a combination read-alond/self-selected reading
experience on sixth graders in Korea studying English as a foreign language on measures of both
language/literacy development and interest in reading. The latter may be the most important
measure as it is an indication of whether the students will continue to read on their own and
thereby continue to improve in English after the program ends” (p. 69).
Cho, Kyung-Sook; and Kim, Hey-Jung
2005 “Using the Newspaper in an English as a Foreign Language Class,
Knowledge Quest 34(4): 47~49.
Third-party comments: This study, “ which focused on elementary school children
voluntarily reading newspapers for EFL students during their free time, also showed that these students
made significantly better gains than the control group, who did not read extensively” (Jolly and Miles 2009: 9).
Cho, Kyung-Sook; Kim, Hey-Jung; and Krashen, Stephen
2004 “Recreational Reading in English as a Foreign Language in Korea: Positive Effects
of a Sixteen-Week Program,” Knowledge Quest: Journal of the American Association
of School Librarians 32(4): 36~38.
http://aasl.metapress.com/content/j246t2g6u2w57442/ (fee)
Online Date 2009.01.06.
First page rtvd 2011.12.08
Bibliographer’s note: The authors studied 140 sixth-grade (third year of English) Korean EFL students to see if ER
(using one-line stories) for one of the two forty-minute class per week showed better English results than having both
sessions follow a standard text-book curriculum. The students were divided evenly and taught by the same teacher.
The two groups were subsequently tested for reading comprehension and vocabulary.
Cho, Kyung-Sook; and Stephen Krashen
1994 “Acquisition of Vocabulary from the Sweet Valley Kids Seriers: Adult ESL Acquisition,”
Journal of Reading 37: 662~667.
Third party abstract: “This articles begins by discussing why many L2 acquirers do little
reading in the L2: lack of confidence
that reading will help; incorrect views of how to go about L2 reading: and difficulty in obtaining suitable books . Next, four
female Korean immigrants to the U.S. participated in a study in which the researchers found that providing learners with the
right texts (the Sweet Valley Kids series) boosted the quantity of their reading and increased their L2 proficiency”
(Jacobs et al. 2000; see also Cho and Krashen 2000 and Krashen and Cho 1995; rtvd. 2013.02.15).
Cho, Kyung-Sook; and Krashen, Stephen
1995 “From Sweet Valley Kids to Harlequins in One Year: A Case Study,” California English:
18~19.
Third party abstract
“This articles reports a case study building on previous work on the English language
development of Koreans who came to the U.S. as adults (Cho & Krashen, 1994: Krashen & Cho, 1995). The
participant in the study had lived in the U.S. for five years but had little interaction in English and, though an avid
reader in Korean had never read a book in English. She was introduced to the Sweet Valley Kids series and told her
reading would be voluntary, i.e., she could read as much as she liked, and if she did not like a book she was not obliged
to finish. It. Within one year, the participant did an impressive amount of reading – more than one million words – of
that series and of more difficult material. At the same time, her L2 competence increased, based on the level of the
books she read and on her estimation of her own proficiency level” (Jacobs et al. 2000; rtvd. 2013.02.15).
Cho, Kyung-Sook; and Krashen, Stephen
2001 “Sustained Silent Reading Experiences among Korean Teachers of English as a
Foreign Language: The Effect of a Single Exposure to Interesting,
Comprehensible Reading,” Reading Improvement 38 (4):[no pagination online]
http://www.freepatentsonline.com/article/Reading-Improvement/84148252.html
Accession Nr. 84148252. Rtvd. 2013.02.11.
Abstract
A single positive experience in self-selected reading of children's books resulted in a profound change in
attitudes toward recreational reading among Korean teachers of English as a foreign language. Before the
experience, few teachers reported that they did recreational reading in English. After the experience, nearly
all teachers reported that they were interested in using sustained silent reading in their classes, and were
interested in reading more in English on their own.
Cho, K. S.; Park, E. J.; and Krashen, S.
2008 “Reading in English by Children in Korea: Frequency, Effectiveness and Barriers,”
Indonesian JELT 4(1): 18~25.
http://idci.dikti.go.id/pdf/JURNAL/JURNAL%20INDONESIAN%20JELT/VOL%204%2
0ED.1%20MEI%202008/__20111014_023915_400.pdf. Rtvd. 2013.09.13
Abstract
A study of the English non-textbook reading of fourth graders in Korea revealed that about 80% had done at least some reading,
Confirming that there is enthusiasm for English reading. About half, however, had read only five books or fewer. Non-readers
Said that the reason they did not read in English was the difficulty of English texts. Those who read more did better on a test of
English spelling and vocabulary.
Keywords: English non-textbook reading, enthusiasm for English reading, English texts, English spelling and vocabulary
[Cho, Mi-Ah] 조미아
2007 “독서방식이 아동의 창의력과 자기주도적 학습능력 성향에 미치는 영향 비교 연구 =
A Comparative Study on the Effect of Reading Methods on the Tendency of Creative Ability and the
Self-Directed Learning Ability of Children,” 한국문헌정보학회지 14(1): 33~54.
http://www.riss.kr/link?id=A5038000.
Rtvd. 2013.02.19
Abstracts
The purpose of this study is to investigate how the different types of reading method of contrary
concept between “oral reading” and “silent reading”, between “intensive reading” and “extensive
reading”, between “thorough reading”, “selective reading”….
본 연구는 음독과 묵독, 다독과 정독, 발췌독과 통독의 각 상대적 개념의 독서방식이
창의력과 자기 주도적 학습능력에 미치는 영향을 비교하여 어떤 차이가 있는지 파악하기
위한 것이다. 창의력과 자기 주도적 학습능력을 검증하기 위해 초등학교 6 학년 2 개 반
어린이 62 명을 대상으로 창의력과 자기 주도적 학습 특성 검사지 결과와 질문지로
조사한 독 서방식을 사용하여 비교 분석하였다. 연구 결과 창의력과 자기 주도적 학습능력
성향에 영향을 주는 독서방식은 묵….
Keywords: 독서방식 ,음독 ,묵독 ,정독 ,다독 ,통독 ,발췌독
reading method, oral reading, silent reading, intensive reading, extensive reading,
thorough reading, selective reading
Choi, Jong Neyo
2011 “Enhancing EFL Learner’s Communicative Competence through Extensive Reading of Children’s
Literature,” 영미문학교육 제 15(1):145~173.
http://digital.kyobobook.co.kr/digital/article/articleDetail.ink?selectedLargeCategory=
006&barcode=4010023280479: Fee: 4,,520 won.
Abstract
Can reading truly contribute to speaking competence? A number of studies have been conducted on various teaching methods
on improving reading skills, but there are few studies relating to reading and communicative competence. Therefore, this research
investigates problems on teaching reading and speaking in Korean EFL situations and proposes the solution of implementing
extensive reading of children’s books. Korean EFL learners are eager to learn English, and there has been much effort by the
Korean government and educational institutions. Nevertheless, Korean EFL learners’ English competence has not improved as
much as we expected. This is because learners are hardly exposed to real English environments. As the best alternative plan, the
present paper suggests to use children’s literature to improve learners’ communicative competence. In Korea, reading can considerably
improve speaking skills since reading materials are more available than native English speakers. However, there are some questions
on implementing this extensive reading program to students. The present paper shows beginning research on [a] theoretically oriented
basis and provides information about children’s literature. Further research is required to conduct an experiment based on a pedagogical
purpose in real university settings in Korea.
Choi, Jong Neyo
2012 “A Case Study of Korean EFL Students: The Development of Speaking Proficiency
through Reading Children's Literature,” 영미문학교육 16(1): 179~204.
http://www.riss.kr/link?id=A60055671.
Rtvd. 2013.02.20
Abstract
In Korea, extensive reading among students is virtually non-existent, as English reading materials are typically for classroom or
test-taking purposes. For these students, EFL reading is not an enjoyable and interesting method of improving their communicative
competence, contrary to the language acquisition process for young L1 readers who voluntarily select interesting children's books
appropriate to their level. Furthermore, while EFL environments typically relate reading to writing and listening to speaking, there
are very few studies on integrated approaches that claim that reading is an effective way of improving speaking skills. Through a
case study with four Korean college-level EFL students, this paper suggests that extensively reading children's literature is an
effective way to improve speaking proficiency. The participants were given a list of 100 children's books to choose and read from
over a course of eight months. Case study results show that all four participants improved their oral fluency to some degree.
Further findings indicate positive correlations between variables such as reading amount, reading difficulty, mean length of utterance,
and words per minute. In addition to improved oral fluency, participants acted and spoke with more confidence in
conversations. The case study serves as a good pilot for further research on exploring detailed relationships between
more variables on reading and speaking.
Keywords: extensive reading, children's literature, case study, speaking proficiency, integrated skills
[Choi, Seonghee] 최성희
2010 “중등 영어 학습자를 위한 다독 읽기 활동의 효용성 탐구 = Exploring the Effect of
Extensive Reading for Middle and High School EFL Learners,” 영어어문교육 16(3):
365~395.
http://www.riss.kr/link?id=A82404788. Rtvd. 2013.02.19
Keywords: 다독 ,읽기 자료 ,읽기 저널 ,읽기 보고서
extensive reading, reading materials, reading journal, reading report
Cho, K. S.; and Choi, D. S.
2008 “Are Read-alouds and Free Reading ‘Natural Partners’?” Knowledge Quest 36 (5): 69~73.
<http://ir.lib.tiit.edu.tw/handle/987654321/3312> Rtvd. 2013.0908.
Third-party (Yingying Hsu at URL above) summary
“…6th graders learn[ing] EFL in Korea were read aloud with children stories by the teacher for 15 minutes
each class sessions followed by self selected reading for 40 minutes once a week; while the control group received
regular English instruction. The whole study lasted for 21 weeks. Results showed that the experimental
group developed better English in listening, reading, and writing, as well as higher interest and
confidence in reading English and lower anxiety in learning English as a foreign language.”
Abstract
The purpose of this study is to introduce an example of a high school English library, and suggest to use this study
as a practical model. Extensive reading is regarded as an effective way of English learning. A school library can be
an optimal environment for extensive reading for the following reasons: 1) The students can obtain easy access to
English books. 2) The English teachers can guide the students at all times. 3) An English-friendly environment can
be formed through various programs and activities. 4) With the support of the government, a satisfactory library
environment can be provided. The school English library can also act as a community`s main education center.
Keywords: extensive reading, school library, reading instruction
Chun, Eunjin; Sungmook Choi; and Junsoo Kim
2012 “The Effect of Extensive Reading and Paired-Associate Learning on Long-Term
Vocabulary Retention: An Event-Related Potential Study,” Neuroscience Letters
521(2): 125~129.
http://dx.doi.org/10.1016/j.neulet.2012.05.069.
(Fee)
Rtvd. 2013.02.16
Abstract
We investigated the relative efficacy of extensive reading (ER) and paired-associate learning (PAL) in the
ability of second language (L2) learners to retain new vocabulary words. To that end, we combined behavioral
measures (i.e., vocabulary tests) and an event-related potential (ERP) investigation with a focus on the N400
ERP component to track short- and long-term vocabulary retention as a consequence of the two different approaches.
Behavioral results indicated that both ER and PAL led to substantial short-term retention of the target words. In
contrast, on a long-term basis, ER was more effective than PAL to a considerable degree as indicated by a large-size
effect (d = 1.35). Evidence from the N400 effects (d = 1.70) observed in the parietal electrode group (P3, Pz, P4)
provided further support for the superior effects of ER over PAL on long-term vocabulary retention. The converging
evidence challenges the assumptions of some L2 researchers and makes a significant contribution to the literature of
vocabulary acquisition, because it provides the first ERP evidence that ER is more conducive to long-term vocabulary
retention than PAL.
Keywords: extensive reading paired-associate learning, vocabulary, event-related potential, N400
Chung, Hei-jin; and Yang, Jung-Wan
2012 “A Study of Metacognitive Strategies in Extensive Reading, “ 영어교육연구 24(4): 25~41.
http://www.riss.kr/link?id=A99564566 .
Rtvd. 2013.02.20
Abstract
The aim of this study is to examine how language learners implement metacognitive reading strategies while reading
texts. Metacognitive strategies allow readers to engage in thinking about their own thinking. With a view to improving
students’ reading skills, this study investigated 60 college students’ attitude toward using metacognitive strategies before
and after doing extensive reading, for which the Metacognitive Awareness of Reading Strategies Inventory (MARSI)
questionnaire was employed to measure global, problem-solving, and support reading strategies. Two research questions
are: 1) what are the most and the least metacognitive reading strategies before and after Extensive Reading in class?;
and 2) are there are any statistically significant differences in using metacognitive strategies before and after Extensive
Reading in class? The study found that participants in this study preferred problem solving strategies followed by global
and support strategies extensive reading, showing general development of metacognitive reading skills.
Bibliographer’s notes: The article includes a review of literature. There is no indication of the country or language involved.
Keywords: metacognition, reading, strategy, extensive reading, critical literacy
Chung, Mihwa; and Paul Nation
2006 “The Effect of a Speed Reading Course,” English Teaching 61: 181~204.
Cited in Chang, Anna C-S (2012): “Improving Reading Rate Activities for EFL Students:
Timed Reading and Repeated Oral Reading,” Reading in a Foreign Language 24(1): 56–83.
“Some timed reading activities have also been carried out in the English as a Foreign Language
(EFL) contexts. A recent study conducted by Chung and Nation (2006) with 49 Korean
university students showed that nearly all students made some advances after
reading 23 texts over a period of nine weeks. The texts were chosen from Speed Reading
(Quinn and Nation, 1974) and each text contained 550 words with a pproximately 12,650 words read.
The frequency of reading fluency practice each week was unclear and the amount of reading practice varied
from two to four texts. After nine weeks, students’ reading rates improved 50%, from 141 wpm
to 214 wpm. However, this study did not include a control group , so it is unknown how much
improvement students who did not receive intervention would have made. In addition, reading
comprehension was not reported in the study, and some reading was done outside the class,
which may have affected reliability” (p.63 of Chang).
+D
Dalby, Tim
2009 “Five Stages in Developing a Successful Extensive Reading Course,” Presentation listed for the
2009 International KOTESOL Conference but not printed in the Proceedings.
Day, Richard R.
2003 "Why Youngkyu Can't Read." English Teaching - Anseonggun 58: 285-297.
http://nelson.myfastmail.com/Extensive%20Reading/Why%20Youngkyu%20
can%27t%20Read.pdf. Rtvd 2013.02.11
Bibliographer’s note: Explains and extols ER and contrasts it with Intensive Reading.
Day, Richard R.
2008 "The Learning Potential of Extensive Reading: Research Insights,"
KOTESOL ER-SIG 1st Annual Symposium 2008
Http://www.google.mn/url?sa=t&rct=j&q=&esrc=s&source=web&cd=
1&ved=0CC0QFjAA&url=http%3A%2F%2Fwww.robwaring.org
%2Fel%2Fhandouts%2FCheonan_ER_symposium_Nov_2008_Handbook.doc&ei=24gUanOHY7riwLpxIGwBQ&usg=AFQjCNG-8alTk9vzC_eyHayYbFVRiO8l0A&bvm=
bv.42661473,d.cGE.
Rtvd. 2013.02.17
Author’s introduction: “In this talk, I revisit the empirical literature on the instrumental role that extensive reading
can have in the language learning experience of second and foreign language learners. I start by summarizing the
theoretical underpinnings of extensive reading. I then summarize some of the main findings of the ER research,
and discuss the implications that may derive from them in terms of instructional practices. Next, I suggest that the
realization of the potential language learning outcomes of ER appears to be dependent on a variety of factors. These
factors include learner-related variables, and careful and planned pedagogical decision-making in areas such as ER
activities and implementation, the provision of feedback together with the instructional guidance, monitoring,
and scaffolding provided to L2 readers while engaged in ER. I conclude by suggesting a number of crucial research
questions that could be part of the research agenda in the field of ER”. [No further text]
Day, Richard R.
2008
dew8410
2013 “ER Program Rationale(Reflection0 – hw Literacy 2 / IGSE(Writing-1):Afterschool ER
Program for Secondary Schools,” http://blog.naver.com/dew8410/90168170139. 2013/03/16 17:2
Rtvd 2013.09.06.
Bibliographer’s note: Short note indicating a 12-week research project on ER as an after-school program will be.
done at a Korean high school.
Dunn-Morris, Paul
2003 “Reader's Theatre in the EFL Classroom: A Multipurpose Tool for Learning”
http://www.pketa.org/2003pketa/2003_12.pdf. Rtvd. 2013.09.13
Bibliographer’s preliminary note: ER is useful but needs augmentation.
Dursthimer, Carl; and Jolly, Aaron
2009 “Extensive Reading in an IB Curriculum: A New Approach,” Presentation at
2009 International KOTESOL not printed in the Proceedings.
+F
Farrell, Thomas S. C.
2010 “ER: Proceed with Caution (Part I),” The English Connection 14(1): 23.
http://koreatesol.org/sites/default/files/pdf_publications/TECv14n1-10Spring.pdf#page=39
Rtvd. 2013.02.16
Bibliographer’s notes: This is a general discussion of ER in school based on 18 years’ experience in Korea.
The author notes that resistance was strong from teachers/administrators because of the minimal intervention and
misconceptions about its worth. This is still a problem. He notes that reading for fluency almost all words should be
known needs at least 95% word knowledge is appropriate for vocabulary building.
Farrel, Thomas S. C.
2010 “ER: Proceed with Caution (Part II),” The English Connection 14(2):21.
http://koreatesol.org/sites/default/files/pdf_publications/TECv14n210Summer.pdf#page=39.
Rtvd. 2013.02.17
Biblographer’s notes: The author notes that reading should be taught rather than tested. How-ever, students
should keep a log. To follow up on reading in a non-boring, non-oppressive, and non-threatening way,, the author
suggests “1) Write a reaction letter to the author of the book, ask questions about the book, and give comments about
what you liked and did not like. 2) Make a movie. Rhe Movie Version (Farrell, 2004) is an activity where
students cast actors and draw a poster for a movie based on a book they have read. “The Movie Version” is one
alternative to the boring book report, as it is very popular with students. 3) Students can also make
a poster for the “movie-of-the-book” and/or redesign and make a new book cover. Rather than a movie,
students could also consider making a radio play from the story.”
Fishley, Faith
2010 “ER: Think Big, Act Small,” The English Connection 14(1): 19.
http://koreatesol.org/sites/default/files/pdf_publications/TECv14n1-10S
Spring.pdf#page=39. Rtvd. 2013.02.16
Bibliographer’s notes: The author tells of her at-first unsuccessful introduction of ER
for a local Korean adult-ed program and that scaling back and re-started led to success.
+G
Geronimo, Adriane
2009 “Academic Vocabulary Acquisition through Extensive Reading of Children’s
Literature by Adult Learners.” Paper presented at the KOTESOL
2nd Annual Extensive Reading Symposium in Korean EFL, Seoul, Korea.
Author’s discussion
“In 2009, Geronimo conducted a study with 30 undergraduates at a Korean university. (This was a subset of the above 40
students in the learner motivation study who completed both a pre-test and post-test.) They read assorted children’s
literature, self-selected from a collection of 60 titles made available by the instructor on various course topics. Learners’
academic word list vocabulary was measured using a 15-item cloze test with a word bank, adapted from Elvin’s2009
Waseda Cloze Test Series. Each week they had on average 30 minutes of in-class reading time during which they read
from one to three books. After seven weeks, learners’ vocabulary went from an average raw score of 2.53 to a score of 3.90,
reflecting on average growth of 1.37 academic vocabulary items. [Thus,] it appears that academic vocabulary can be
acquired through exposure to children’s literature as comprehensible input” (Geronimo 2009b: 130).
Geronimo, Adriane
2010 “Children’s Literature as Comprehensible Input in the University Classroom,”
KOTESOL Proceedings 2009: 125~132.
http://www.finestwriters.com/sites/default/files/pdf_publications/KOTESOLProceeds2009web.pdf#page=280. Rtvd. 2013.02.14
Bibliographer’s notes: Individual and shared/paired reading are discussed, and results of a study with 40 Korean
college students are presented. Based on Ss’ responses on Likert scales, it is concluded that using authentic children’s
material can improve the reading and vocabulary acquisition of adults.
+H
[Ham, Joung Hyun] 함정현
2010 “교육,문화 : 전래동화 다독(多讀) 훈련이 한국어 읽기능력에 미치는 영향 = Culture:
Effects of Korean Folk Tales Extensive Reading Activities into Korean Reading
Class,” 東方學 18:157~178.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=9b61bcd9d393ef51ffe0bdc3ef48d419.
Rtvd. 2013.02.19
Bibliographer’s note: This is about Korean ER, not English ER.
Keywords: 전래동화 ,傳來童話 ,다독(多讀) 훈련 ,한국어 ,韓國語 ,읽기,
Korean folk tales/ Korean falk[sic] tales, extensive reading, Korean class, reading skill
Han, Dae-Sook
1999 “Extensive Reading for Korean University Students,”
The Journal of Linguistic Science 16: 583~600.
http://www.papersearch.net/view/detail.asp?detail_key=65900161. (fee)
Rtvd. 2013.02.11 DS Han - lss.or.kr is for the html, but did not load.
Abstract
The purpose of this paper is to examine extensive reading and to develop an extensive reading course for Korean
university students. Extensive reading may be defined as `an approach to the teaching and learning of second language
reading in which learners read language quantities of books and other materials that are well within their linguistic
competence" (Day and Bamford 1988: xiii). Extensive reading programs have existed for many years all over the world
with many benefits at all levels from primary schools to universities, for both the first language and the second (or
foreign) language. Section 2 defines extensive reading. Section 3 considers setting up a programme for extensive
reading. Extensive reading exposes the students to a wide range of materials. In this section, graded Readers which are
ideally suitable for extensive reading are discussed. Methods of providing extensive reading and various activities are
also examined. Finally, in section 4, a course for extensive reading is designed in the context of Korean universities.
In the course, graded Readers appropriate for university-level students are suggested.
[Han, Dae-Sook] 언어과학연구
2004 “영어강독 교수방법으로서의 다독(Extensive Reading) :
인천대학교 학생들의 다독 실시결과 Extensive Reading Undertaken by the Students
of University of Incheon = Introducing Extensive Reading as an Effective Reading
Skill,”언어과학연구 28: 275-292.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=1a0202e37d52c72d&control_
no=e1df9e86537644a0ffe0bdc3ef48d419. Price: 700,000 won…..Rtvd. 2013.02.18
Abstract
This paper aims to suggest an extensive reading programme for university-level students on the basis of the result of
extensive reading undertaken by the students at University of Incheon. To fulfill their academic course requirements
adequately, university-level students need extensive reading along with intensively acquired reading skills. Extensive
reading is reading in quantity and its goal is to gain a general understanding of what is read. Extensive reading
programmes have been growing m popularity all over the world, yet, it seems that extensive reading programmes have
not been adopted in education at university-level in Korea. Last semester, the students of University of Incheon
participated in an extensive reading programme. It was observed that the extensive reading programme should be
integrated fully into the curriculum. Upper- level students should be instructed to focus on understanding the general
meaning of what they read, while lower-level students benefit most from concentrating on vocabulary and idioms.
Selecting level- appropriate material is an essential factor in a successful extensive programme. Therefore, Graded
Readers are an ideal choice. Extensive reading needs to be evaluated through a variety of assessments. Appropriate
evaluations serve as beneficial tools for motivating extensive reading.
Keywords: 다독 ,독해능력 ,원본 ,축약본 ,독해수준 ,평가, extensive reading, readability, original version, simplified version,
reading level, evaluation
Han, Jeong-eun
2010 Extensive Reading Conjoined with Writing Activities as an
Effective Component of English as a Second/Foreign Language . M.A.: University of
Wisconsin-River Falls. 88 pp.
minds.wisconsin.edu/bitstream/1793/39198/1/Han.pdf.
Rtvd. 2013.02.15.
Abstract
In this paper, I will try to show how ER in a second and foreign language has become a useful and motivating way of
language teaching. I will first argue that reading as a L2/FL and ER are effective ways of fluent reading. In the second
part, I will briefly define ER and explain the theoretical frame of ER, major characteristics of ER, and benefits of ER.
Third, I will point out the connection between ER and writing activities, which is very helpful for language learners to
improve their language proficiency. Finally, I will discuss effective ways of instruction which combining ER and
writing program in South Korea.
From author’s conclusions: “ER presents a lot of possibilities and challenges for both the teachers
and learners of second and foreign languages. As interest in benefits of ER in ESL/EFL learning is gradually
growing, many ESL/EFL teachers have attempted to incorporate ER programs into their
classrooms. There are many attempts to make and promote ER programs with writing
activities in ESL/EFL countries such as Japan, South Korea, Taiwan, etc. Finally, in order to
find out the best and the most appropriate ways of teaching and learning extensive reading of
English in Korean EFL classrooms, further studies about the efficiency of the extensive
reading and integrated instruction connecting reading and writing are needed” (p. 49).
[Han, Keum-Hwi?] 한금희
2007 An Extensive Reading Program with Middle School Students in Rural Korea. M.S.: Sookmyung
Women's University.
http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&
control_no=b1512a4f61f2ddbeffe0bdc3ef48d419#redirect. Rtvd. 2013.09.13
Abstract
This action research aims at having students who have relatively less exposure to the target language in rural area get positive
attitudes towards reading English books and improve reading comprehension skills through the extensive reading program based
on Day and Bamford (2000). I would like to study and research following questions in order to achieve the goal. First, can students
perceive improvement in reading comprehension skills and positive attitudes towards reading books in English as a result of using
reading log and story map? Second, can students perceive improvement in vocabulary after writing a vocabulary map while reading
books in English?
I carried out the experiment to the 33 students (15 boys and 18 girls) of the First Year in Young Moon Middle School located in [a]
rural area in Yong-in, Gyeonggi province for four months from November 1, 2006 to February 28, 2007. Based on the
pre-questionnaire, various kinds of 100 books were equipped in the experimental class in the classroom library. The students read
books that they chose according to their level at least a book in a week during the lunch break or after school. After they read books,
they recorded the Reading Log, Story Map, and Vocabulary Map.
The result of the post-questionnaire confirmed that many students got interested in reading English books, they had positive
attitudes toward reading English books, and they perceived the improvement of reading comprehension skills after the four-month
extensive reading program. They wrote that they could read English materials for pleasure despite their low proficiency.
Consequently, students in rural schools can and do benefit from extensive reading program.
Helgesen, Marc
2009 2009 Keynote Speech, KOTESOL Extensive Reading SIG, Extensive Reading Symposium
November 14, 2009, Seoul.
Heo, Sunyoung
2012 “A Study on the Initial Stage of Extensive Reading Process through College Students'
Journal Writing,” 영어어문교육 18(3): 77~92.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=928eb08af4d82997ffe0bdc3ef48d419.
Rtvd. 2013.02.18
Abstract
This paper explores the learners’ experience process and features in the initial stage of extensive reading process
through college students’ daily based journal writings. The subjects of this study were 10 volunteer students and they
kept their journals from 30 minutes to 2 hours daily based for two weeks. The participants took pre and post tests in
order to find out how their reading comprehension ability improved. Four of them improved it while the rest of them
did not. After writing journals for two weeks, all students agreed on the potential power of extensive reading. In
addition, they realized their learning problems and tried to overcome them on their own ways. Although the research
period was only two weeks, the students showed the potential of extensive reading in learning English. From the results
of the study, extensive reading encouraged the students to read more and they were convinced that extensive reading
will lead to successful learning English. It can be meaningful outcome from the 2-week period research. Thus, a longer
period scheme could provide more detail information to the extensive reading.
Keywords: extensive reading, journal writing, reading comprehension, college students’ perception about extensive
reading
Hong, Hye Ran and Kim, Ka Yeon
2009 "A Study on the Extensive Reading Strategy for Learner Independence,"
The 2009 Seoul International Conference on Linguistic Interfaces (SICOLI 2009).
http://saenae.blog.me/50053094326 . Rtvd. 2013.02.26. No abstract or text.
Huckin, Thomas; and James Coady.
1999 "Incidental vocabulary acquisition in a second language." Studies in Second Language
Acquisition 21 ( 2): 181-193.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36629
Rtvd. 2013.02.12 (fee)
“Chung (1995) randomly assigned 507 Korean EFL students to six condition groups….”
Abstract
It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in
extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully
understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental
acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for
successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing
strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the
problems with incidental learning. This article briefly surveys the empirical research that has been done on these
issues in recent years.
+I
이문선 [I/ Lee, Mun-Seon]
2003 학급문고를 이용한 다독이 고등학교 영어 학습자의 독해 능력 및 독 해속도에 미치는 영향 .
[Extensive reading in high school English class library using the learner's reading ability …]
MS: Ewha Womans University. 117 pp.
http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no=
4dc1715427d09218. Rtvd. 2013.09.08
Abstract
The 21st century is the age of information. So, to select and use information efficiently, it is important to read fast as well as
comprehend. However, until now, in the English class, there are few opportunities to read individually according to the students '
level and interest because all students must read the same text at the same reading speed. This teaching method cannot motivate
students' reading and develop their reading speed. Therefore, reading lessons in the English class should help learners to have more
opportunities to read materials that they choose for themselves, and to develop their reading ability to select and read fast what they
really need.
To achieve these goals, this study examines the effect of sustained silent reading on the reading comprehension and reading speed
of students using graded readers. In addition, this study shows how reading habits (factors) and reading strategies affect the change
of reading speed and how students respond to sustained silent reading.
The subjects of this study were seventy-eight first-year high school students in Daejeon. They were divided into an experimental
roup and a control group. Each group was divided into two subgroups according to their reading proficiency level: a lower level and
an upper level. The study was conducted for twelve weeks. During that time, the experimental group read extensively in graded readers
for about 10 minutes per class, four times a week. Graded readers consisted of 50 books that had various levels and themes. Meanwhile,
the control group read materials intensively that were short and a little difficult.
To compare the reading ability and reading speed of the two groups, the pre- and post-test were implemented. Furthermore, to
investigate how the speed reading habits (factors) and reading strategies affected the reading speed and how students responded to
sustained silent reading, subjects were given questionnaires three times and were interviewed individually after the instruction.
The following are the findings of this study. First, the experimental group didn't indicate more improvement than the control group
in reading ability, although it showed a significant increase between the pre- and post-test after sustained silent reading. In addition,
both of the subgroups in the experimental group didn't indicate more improvement than those in the control group. But the experimental
roup in the upper level showed a little significant improvement on the post-test. Second, sustained silent reading was more effective in
increasing reading speed than intensive reading, as both the upper level and lower level subgroups in the experimental group showed
more improvement in reading speed than the control group. And the reading speed increase of the upper level was more than that of
the lower level. Third, through sustained silent reading students can improve reading speed by decreasing such habits as regression,
vocalization, fixation and reading word by word, and by using such strategies as predicting, skimming and scanning. Fourth, through
sustained silent reading students showed more positive improvement in interest, confidence and learning attitude in English.
The pedagogical implications of this study are as follows. First, it is necessary for students to have an opportunity to be motivated
and read for pleasure, So that they can read books voluntarily. Therefore teachers should introduce various reading materials into the
class and help students read extensively. Second, students are required to learn English for developing the ability to search for
information. So, they need to improve reading speed by using efficient reading strategies and reading many materials. Third, it is
important to provide explicit guidance on how to integrate extensive reading into the curriculum. So, the research should be
accompanied by curricular issues about how extensive reading might be included in a variety of second language classrooms,
courses, and programs. [abstract slightly edited by bibliographer to improve readability]
Keywords: 학급문고 (classroom library) , 고등학교 (high school), 영어 (English), 독해능력 (, reading comprehension),
독해속도 (reading speed)
이영숙 [ I/Lee, Yeong-Suk]
2011 EFL 초등학교 학생들의 다독과 언어학습과의 관계 : The Relationship between Extensive
Reading and Language Learning for EFL Elementary School Students. M.A.: Woosong University.
< http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no
=f0eee671a07f22e8ffe0bdc3ef48d419>
http://academic.naver.com/view.nhn?doc_id=44961975&dir_id=0&page=0&query=
%22In%20order%20to%20enhance%20communicative%22%20%22Especially%20extensive
%20reading%20can%20be%22&ndsCategoryId=11000.
Rtvd. 2013.02.26
Abstract
As English was adopted as a regular subject at the elementary school, the interests in English education are increasing in Korea.
In order to enhance communicative competence, the elementary school English has concentrated on speaking and listening.
However, it is time to reconsider the necessity of teaching reading for the integrative improvement of four language skills (speaking,
listening, reading and writing). Especially extensive reading can be expected to improve communicative competence of elementary
school students in some ways. Most of all, extensive reading can make up for English exposure time which is insufficient for EFL
earners compared to ESL learners. In addition, extensive reading has a close relationship to the improvement of reading comprehension,
the expansion of background knowledge and the buildup of vocabulary. This knowledge accumulated from extensive reading can
motivate learners to read more books. And it can be expected to improve speaking, listening and writing as well as reading through
various social interactions before, during and after reading. Therefore, this research aimed to find out how the elementary school
students perceived extensive reading and how extensive reading had an influence on their English language learning. Targeting
6 elementary school students, for this research, a qualitative approach was conducted. The results obtained from the data analysis
are as follows. First, the participants perceived extensive reading as the means to increase their vocabulary and to reconfirm their
grammar. Second, through extensive reading the students aimed to build up their vocabularies and to learn grammar rather than to
understand what the reading texts say. Lastly, it was revealed that the role of parents and teachers was important in that they could
observe, guide and motivate their children to read more books in extensive reading which requires a lot of time and efforts.
It will transform extensive reading into an interesting and pleasant activity, not a difficult and burdensome one. <http://academic.naver.com
%20communicative%22%20%22Especially%20extensive%20reading%20can%20be%22&ndsCategoryId=11000>
Keywords: EFL, Extensive Reading, Elementary School Students, Language Learning
Im, Byung-Bin
2001 “An Approach to the Improvement of EFL Reading Comprehension: through Fast Reading and
Meaning Grasping,”언어연구 17(2): 245-265.
Abstract
독해력의바람직한정의란이해와속독의균형을 유지해야한다. 본연구에서는이와 같은독해력의정의에 기초하여영어
독해력향상을위한6가지중요요소(읽기속도, 훑어읽기, 논리구조파악, 어휘학습, 통사구조이해, 문화배경및세상지식)를
학습활동으로처치하여대학의 교양영어수강생을대상으로실험을실시하고그결과를검증하였다. 실험결과분석에
의하면, 본연구에서제시한독해력학습방법이종래의일반적인독해력지도방법보다훨씬더효과적인것으로입증되었다.
따라서영어 독해력교수학습시에본 연구에서제안한것처럼속독과이해훈련을통한종합적인독해력지도방법이 한국의
영어교육상황에서효과적인대안으로 채택될필요성이있다. (공주대학교)
Bibliographer’s note: Text is in English.
+J
Jaymaster (jaycma)
2012 http://blog.naver.com/jaycma/130152807508. Rtvd 2013.09.08
Bibliographer’s note: This is the first of five blogs about his experience as a Korean school child using
ER (apparently primarily) on his own to learn English and later learning and teaching with ER and
not. "ER"
Jeon, Jongmin
2008 “Extensive Reading in a Formal English Reading Class,” 영어교육 63(4): 49~83.
http://www.riss.kr/link?id=A82516579. Fee. Rtvd. 2013.02.26
Abstract
This paper examines the feasibility of an extensive reading approach as a way of teaching English
reading into a formal English reading course. To this end, the study selected one of the eight English
reading classes in the Korea Air Force Academy (KAFA) and tried to examine the students’
reading behaviors and their perceptions of extensive reading. The impacts of extensive reading on
the development of English reading ability were also examined. The results of the students’ reading
behaviors showed that they read a great deal of English books inside and outside the classroom. The
analysis of the students’ perceptions indicated that their interests and confidence in reading English
books increased to some extent. Their perceptions of the graded readers were also positive. Most of
the students were willing to read more English books after the course. However, they mentioned a
need for revision in the evaluation method. The results of three reading tests revealed that their
reading abilities in English improved. The results of the present study indicate that an extensive
reading approach could be incorporated into a formal college-level English reading course effectively.
Keywords: extensive reading, feasibility, college-level English reading class
[Jeong Hyang-ran] 정향란
2007 단계별 다독 프로그램 활용을 통한 초등영어 능력신장에 관한 연구 : 4 학년을 중심으로 =
(A) Study on Improving English Capability by Utilizing a Graded Extensive Reading Program in
Elementary School English : with a Particular Reference to the 4th Grade Classrooms .
M.S.: Yonsei University. 123 pp.
< http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no
=6211966f5e6db634ffe0bdc3ef48d419#redirect>
Abstract
The purpose of this study is to investigate the effects of utilizing a graded extensive reading program on the improvement of English
listening, speaking, reading and writing skills and reading interest levels.To verify the effectiveness of using this program thirty 4th
graders in Y Elementary School in Yang Cheon Gu, Seoul took part in a graded extensive reading program.The experiment was
carried out over a period of 14 weeks in the fall of 2006. The results of the experiment were verified in three fields: 1) the student's
English ability (listening, speaking, reading, writing), 2) reading interest aspects and 3) qualitative changes. The achievement tests
were given twice- during and after- the experiment. The results of the study are as follows:First, the graded extensive reading program
proved that the students improved in listening, speaking, reading and writing skills. There was no statistically significant difference
in speaking and writing tests, but it gave a positive change because of much higher average marks on speaking and writing tests.
This program is especially more effective in improving reading capability. Because there was a statistically signigicant difference in
scores.Second, utilizing a graded extensive reading program was found to appeal to all groups of students (each group was classified
into top, middle, and low level of English competence based on prior testing). The students gained a sense of achievement which
increased their motivation and desire to learn. This was especially the case with the middle and top group of students who had some
prior knowledge of the English language. The increasing learning opportunity through the graded extensive reading program was
helpful for the low level group hard to read.Third, the experimental group showed a statistically significant difference in reading
interest levels. Utilizing a graded extensive reading program increased students' interests and confidence. The students gained
confidence in their ability to select reading materials appropriate for their level and the greater reinforcement they got for this, the
greater their ability became to learn English.Forth, the graded extensive reading program proved that the students have improved their
reading comprehension through correcting errors of pronunciation and understanding overall contents by analogizing the meaning of
words from the pictures or contexts.In conclusion, this study proposes the following:First, there is a need to ensure lesson hours per
week reading education that will be effective to the second language acquisition by having an educational environment that can e
ncourage reading education. If we can make an‘English library’or an‘English Books Reading Corner’ in a school or classroom that
will encourage students to read books naturally, it may contribute to an effective reading education.Second, it is difficult to effectively
teach English reading in with large numbers of students. Teachers have a lot of difficulties to teach English to students who have a
different reading levels. In reality, it is hard to decrease the number of students in a class, therefore we need to think about utilizing assista
that of the current English curriculum. In addition, the level of teaching written language in each grade should be modified.
Fo[u]rth, it is hoped that more studies are conducted to verify the effect of long-term grading with relation to the improvement of
English reading capabilities.
Keywords: 초등영어읽기 / elementary English reading, 다독읽기/ elementary English reading, 단계별 읽기/ step-by-step reading,
extensive reading, graded reading
Jolly, Scott
2009 “Practical ER: Getting Started with Graded Readers,” Presentation at 2009 International KOTESOL
not printed in the Proceedings.
Jolly, Aaron; and Miles, Scott
2009 “Extensive Reading: Why Isn’t Everybody Doing It Yet?”
The English Connection 13(4): 1, 8~11.
http://www.koreatesol.org/sites/default/files/pdf_publications/TECv13n4-0912.pdf.
Rtvd. 2013.02.20
Abstract
“While ER as an approach to teaching and learning English has grown rapidly in countries such as
Singapore and Japan, Korea has lagged behind. In recent years, though, input-based approaches such as
ER and extensive listening (or extensive watching through video, CD ROM, DVD, and online programs)
have begun to gain some degree of wider acceptance in Korean ELT. However, much work remains to be done,
as at all levels in mainstream classrooms, very little ER is to be found” (p. 8). Follow-up, including checking that
students have actually read the material is probably necessary in Korea. “ “... ER in Korea is emerging in five major
areas of development. (a) The more expensive or ‘fancier’ after-school institutes in Seoul and other major cities
are combining vocabulary programs with extensive reading of children’s literature and nonfiction texts.
(b) The education offices have sponsored several English book library programs to be built in major cities
Based around after-school programs. (c) The so-called ‘Mum’s revolution,’ whereby parents have begun to
teach their kids to read English from a young age using reading materials purchased from book stores and
online ‘malls’ such as ssukssuk.com. (d) Private, and some public, schools creating English book libraries
using ‘authentic’ literature and graded readers. (e) Individual teachers creating their own mini-libraries,
usually separate from the actual school curriculum” (p. 9). Specific ideas for ER for Korean young learners,
teens and university students are presented.
Jo, Jiyoung
2006 “Evaluating and Suggesting on Literacy Programs for a Public Elementary School
in Korea,” Issues in EFL 4(1): 23~42.
Http://tesol.sookmyung.ac.kr/download/ma03/04.
Evaluatingthecurrentliteracyprogram_JiyoungJo__%5B1%5D.pdf.
Rtvd. 2013.02.14
Abstract
The purpose of this paper is to review the current literacy curriculum for a
public elementary school, and to suggest a revised program that could
contribute to students’ literacy development. This paper consists of three parts.
The existing curriculum is described in the first section, with goals, objectives
and teaching methods. Positive aspects of the program include spoken
language before written language, the language experience approach and oral
reading. The negative aspects of the program include lack of authentic
information, neglect of students’ interests, and literacy-poor environment. The
last section proposes a revised program that could be applied in the classroom
at elementary school level, along with a lesson plan.
Bibliographer’s notes: The author advocates ER in groups, with stronger readers
reading aloud and discussions. “Extensive reading can be done in the morning for 30
[ or 20] minutes before the regular classes begin” (pp. 30, [38]). During class [?], the
teacher has students read materials of their choosing related to text-book content in
groups (pp. 39~40).
Jordan, Jennifer
2009 “Supporting Learners Through Guided Extensive Reading,”
Presentation listed at 2009 International KOTESOL not printed in the Proceedings.
Ju, Mu-Hyun
1998 "A Teaching Method of English Listening and Reading for Improving the Ability of Oral
Communication,” Linguistics 6: 413~435.
http://cm620.cafe24.com/data/thesis/1503582339123.pdf. Rtvd. 2013.02.16
Bibliographer’s notes: The author notes that then-current teaching methods of English in Korea were not effective
in producing speaking proficiency and suggest indirect methods. One is ER. The author presents a method of using
silent reading in which the reading is preceded by the teacher previewing difficult vocabulary and other reparation
including reading strategy hand-outs and short timed readings. Follow-up activities are explained as well as the reading
time allocation etc. An experiment with Korean high schoolers showed that the method increased reading speed and
comprehension. ER as extracurricular activity is also discussed.
Jung, Hye Jin
2009 Extensive Reading in English and Its Practical Applications to Korean Secondary
Schools. Master's thesis: The University of Texas at Austin.
http://repositories.tdl.org/tdl-ir/handle/2152/ETD-UT-2009-12-515.
Rtvd. 2013.02.14
Abstract
Depicting the problems with teacher -centered English reading classes in Korea, this report proposes extensive
reading as a possible means to address the issues related to intensive reading. Literature on extensive reading is
reviewed to provide a rationale for including it in reading curriculum. Research has shown that extensive reading,
with its focus on reading large amounts of self -selected, easy and interesting materials, offers a wide range of
learning benefits to second language learners. Based on research findings , this report presents some pedagogical
suggestions for the implementation of extensive reading in Korean secondary schools by exploring practical issues,
including materials, teacher roles, activities, and assessment in an extensive reading program.
Jung, Myungshin
2003 “Literacy Development Program at Elementary School,” TESOL Journal2: 21~43.
http://tesol.sookmyung.ac.kr/download/ma10/2%5B1%5D.Literacy%20development
%20program.pdf.
Rtvd. 2013.02.18
Bibliographers’s notes:
The author presents an English program for Korean 6th graders. She explains value of reading and discussing
pleasurable authentic materials for vocabulary development. “Unfortunately, however, the teacher is not allowed
much time to utilize these materials in class because the school reading program requires that textbooks be taught
first. Even students or their parents complain about teaching when the teacher does not follow the textbook based
curriculum. In addition, the teacher's sacrifice is required n relation to time, money and efforts of preparing the
necessary materials and setting up the proper environment in the public elementary school system’”(P. 30). So, the
author suggests a modification of the current program, based on adding: “·Students should develop good habits that
enable enjoyable reading“ and “·Students should be able to develop various reading skills and strategies
for efficient reading” (p. 31) to the current goals and objectives.
Besides other activities such as oral reading, the author advocates ER (her section 3.4.4) for “extending students’
language command” (p. 36). She gives concrete steps for applying ER: “Extensive reading can be done in the morning
for 20 minutes before the regular classes begin. In the first semester, students read relatively short materials which
topics are related to those of the textbook. Students work in groups and cooperate with one another. According to
Graves, Watts and Graves (1994), cooperative learning puts students with varying abilities and knowledge bases
together so that they can provide scaffolding for each other as they work toward mastering strategies. Students
select reading materials based on what they want to read from the classroom library. A competent student reads
aloud first and less competent readers follow the reading matching the sounds and words. The teacher does not
provide any worksheet or questions but suggest that they discuss the content, ask and answer one
another or write difficult or unknown words in their own dictionary. Its purpose is to increase students'
vocabulary and interest in reading.
“In the second semester, students still work in groups and deal with longer texts. The contents are related to their
life or what they learned in other subjects. Students can choose the reading materials but will practice various reading
skills that are introduced during the class time; skimming, scanning, predicting, inferring and so on” (p.37). #
+K
강완희 [Kang, Wan-Hui]
2004 고등학교 영어수업에서의 언어학습자문학 다독 적용방안 연구.
[English Language Learners in High School Literature Classes Study on the Application of
Extensive Reading]. Master Thesis: Korea National University of Education. 115 pp.
http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no
=b884f8781c25d1af#redirect.
Rtvd 2013.09.08
Abstract
High school English classes usually function as preparatory steps for the Scholastic Ability Test, in which students are given only
uniform texts and reference books. This passive and strategic English learning is in opposition to current teaching approaches
emphasizing the learners' diverse needs in authentic communication. The importance of comprehensible input, lowering affective
filter, allowing for text choice based on learners' autonomy and the usefulness of literature texts which facilitate integral teaching
of the four language skills, are highly relevant to our English education situation. Instead of translating short passages made for
dispensing information, students' choosing and reading the long story books on their own levels can introduce a different kind of
English class for the language learner.
Literature is the expression of human spirit through language. Man's wishes, experiences, feelings and opinions about broad
social relations are conveyed by writers who want to communicate with readers. Literature provides the readers with rich literary
contexts, which [help] them naturally acquire vocabularies and structural forms. Reading makes students infer procedurally
according to their subjective thoughts and responses by its device of indeterminacy of literary gaps and blanks.
The usefulness of literature, including language-learning effectiveness and socio-cultural appropriateness, can offer authentic
situation in which a writer and a reader communicate with each other through various and exciting stories. Therefore, extensive
reading, carried by learners who select their English story books, will reinforce students' intrinsic motivation, help them learn
effectively and enhance their autonomy and creativity.
[The research for this] thesis was conducted to verify the effectiveness and the availability of extensive reading of language
learner literature in high school English classes, making use of over 150 story books. Its subjects were 35 girls in a high school in
Cheonan City, Chung-nam. The study was conducted over four months, one class a week in a creativity class under the auspices
of school's curriculum.
This study, starting with the students' expectation of new texts and a new class, had some difficulties due to the brevity of time.
However, as a whole, the following positive results were determined:
First, applying an extensive reading program with language learner literature resulted in a meaningful enhancement in English
reading comprehension and vocabulary power.
Second, analysing pre- and post-questionnaires showed reading English story books can be the most effective way of studying
English as the students came to have more confidence in their reading skills.
Third, most of the students answered choosing and reading of their own books as being of great help in not only improving reading
comprehension but in emotional and intellectual growth.
Fourth, the biggest reason students cited for keeping them from reading the story books was there was little time to read other
texts of the school curriculum. This suggests that the requisite of settling a certain amount of school classes or vacation time for
extensive reading is needed.
Fifth, poor vocabulary power, rather than grammar, seemed to be the main difficulty in reading. This shows the necessity of
teaching vocabulary in more active ways as well as incidental learning techniques while reading.
Sixth, students appeared to be satisfied with the contents, word types and interesting stories, which suggests the alternative
possibility of useful texts in English class.
Seventh, students responded that extensive reading program should be absolutely introduced in high school English class.
More than half of the students resolved to expand their reading after this program.
Judging from the above results, an extensive reading approach will enhance English learning ability and the learners' autonomy,
which makes their self-directed learning possible. English teachers should act as guides or helpers, rather than directors or
instructors, to make a positive environment in which students can contact with various and useful language learner literature, motivating
To achieve this goal, part of the regular school curriculum or club activities should be allotted [to] extensive reading as it
could complement [improve?] the students' performance testing.
Kang, Min-Hye, and Lee, Jeong-Won
2012 “How to Develop English Reading Ability through Extensive Reading,” Secondary English
Education 5 (1): 121~141.
PDF: http://kasee.or.kr/Files/Publication/20121126012851_%EA%B0%95%EB%AF%BC
%ED%98%9Cand%EC%9D%B4%EC%A0%95%EC%9B%90%28121-142%29.pdf.
Rtvd 2013.09.08
Abstract
The purpose of this study is to ascertain the effectiveness of using extensive reading in English reading classes and to suggest its
application. This study was conducted through studying the major theories related to reading, scrutinizing the characteristics of
extensive reading and its essential features and suggesting the techniques that make this approach feasible in class The findings of
this study have the following conclusions for teaching and learning English reading: 1) extensive reading contributes to the
improvement of overall reading comprehension; 2) extensive reading makes possible the integration of four English skills:
3) the level of materials in extensive reading is “I minus 1,” which means the level of materials should be slightly below the learner’s
current English competence; 4) since extensive reading employs reading rapidly and extensively, both sight vocabulary and
and knowledge of vocabulary will be improved while reading. Practical suggestions of employing extensive reading in class are
discussed.
Bibliographer’s note: The text is in Korean, with most of the extensive references in English .
Kayi[-]Aydar, Hayriye
2012 “Korean College Students` Reflexive Positions Toward Extensive Reading and
Follow-up Activities,” 영어영문학 21 25(1): 247~267.
http://www.riss.kr/link?id=A60056414.
Rtvd. 2013.02.19
Abstract
Extensive reading activities are believed to be an effective way of increasing literacy and language development.
Although previous work focused on the relation between extensive reading and overall linguistic competence and
learner attitudes, the perspectives of language learners toward the post activities of extensive reading have not been
adequately addressed. The study reported in this article was conducted to illuminate how English major and
non English major students at a university in South Korea positioned themselves with regards to the follow-up
extensive reading activities. Through a recursive analysis of interview data, survey, field notes, and student journal
entries, the findings demonstrated that although a majority of students positioned themselves as tolerant and
competent when they engaged in extensive reading activities, they positioned themselves as less capable in the
required post-reading tasks. In light of the findings, implications for extensive reading activities and roles of
teachers are discussed.
Keywords: positioning, extensive reading, follow-up activities
Kim, Bong-gyu
2012 “Extensive Reading Program in a University Writing Class: Vocabulary Use of Less
Proficient Students,” 영어교육연구 24(2): 165~182.
http://www.riss.kr/link?id=A99535765.
Rtvd. 2013.02.20
Abstract
This study explored the implementation of extensive reading program in a university writing class, looking at
vocabulary use of 110 less proficient EFL students. In addition, there was careful investigation of students’ perception
on the use of extensive reading program in an academic writing class as a part of liberal art course. To answer the
research questions, both Range and Frequency and NLP (Natural Language Processing) tools were used in order to
show the total frequency of vocabulary use and concordance features. The software made it possible to see the ample
use of lexical items such as collocations, phrasal verbs, and other vocabulary usage. The result suggests that less
proficient students tried to use a simple and low range of words in their written work with a great effort. A variety of
prepositional usages were also noticed as an attempt to construct meaningful context in their writing. In addition to
this, despite their low confidence in learning a second language, less proficient students showed positive attitudes
towards writing reading logs in the extensive program. Some pedagogical issues were suggested in terms of
implementing an extensive reading program to writing class for less proficient students in a university liberal
art course.
Keywords: extensive reading, writing practice, reading logs, role of teachers
Kim, Eunmee
2008 Beliefs and Experiences of Korean Pre-service and In-service English Teachers about
English Vocabulary Acquisition Strategies. ProQuest. Book version of dissertation.
Rtvd at Google Books 2013.02.13
Bibliographer’s notes: Passing mention of ER is made, including a table showing that respondents feel ER is
effective for vocabulary learning (p. 109).
Kim, Haeyong; and Krashen, S.
1998 “The Author Recognition and Magazine Recognition Tests, and Free Voluntary Reading as
Predictors of Vocabulary Development in English as a Foreign Language for Korean High
School Students,” System 26: 525~523.
http://www.sciencedirect.com/science/article/pii/S0346251X98000359.
(fee)
Rtvd. 2013.02.20
Abstract
In Author and Magazine Recognition Tests, subjects are asked to indicate whether they recognize authors and magazines.
Stanovich, West and associates have demonstrated that performance on these measures is a consistent predictor of first language
literacy development. In this study, these measures were also found to predict second language vocabulary among high school EFL
students in Korea. Reported free reading in English was also related to vocabulary development, replicating previous research, but
the effect of the author and magazine recognition tests was independent of free reading. Alone, the author recognition test accounted
for 38% of the variance in the vocabulary test.
Kim, Haeyoung; and Krashen, Stephen
1997 “Why Don’t Language Acquirers Take Advantage of the Power of Reading”
TESOL Journal 6(3): 26~29.
Third-party abstract
“This study investigated why some second[-]language acquirers do not use reading to develop
their second[-]language proficiency. Data came from interviews of five adult female native speakers of Korean living
in the U.S. All were dedicated readers in Korean but did not use extensive reading to improve their English for several
reasons: English courses in Korea had emphasized grammar and drills; reading instruction in Korea had focused on
word-by-word reading, emphasizing the need to understand every word, and utilizing materials that were often difficult
and boring; and their EFL teachers had not told them of the benefits of extensive reading. Based on the interviews and
attempts at encouraging the study’s participants to engage in extensive reading, the authors recommend that such
reluctant L2 readers need easy access to a wide variety of books, guidance as to what books to choose, information on
the benefits of extensive reading, and help in overcoming ineffective reading strategies they may have learned at
school” (Jacobs et al. 2000; ; rtvd. 2013.02.15).
[Kim, Jeong-ryeol; and Hwang ,Ji-young] 김정렬 and 황지영
2006 “A Study of Running English Extra-curricular Classes in an Elementary
School Using Extensive Reading Program,” 영어교육연구 18(2): 243~270.
http://www.riss.kr/link?id=A76475195.
Rtvd. 2013.02.20
Abstract
This study is about an extensive reading program applied to extra-curricular English class in an elementary school.
The program was designed to promote students" intrinsic motivation in reading, build up desirable reading habits, and
improve general reading ability. 20 English club students ranging from the fourth to the sixth grade participated in the
study. The extensive reading program was carried out in self-study morning class and in English extra-curricular class
for 12 weeks. Students read books silently three times a week(Tuesday, Thursday, Friday) in self-study morning class
and did various activities to help reading once a week(Wednesday) in extra-curricular English class. After reading, the
students wrote brief book reports about time it took to read, their degree of comprehension and what impressed them the
most. They took a vocabulary test in pre and post experiment. Also, progress of the students’ affective domain was
checked through pre and post via questionnaires. The results showed that the extensive reading program was effective
in improving reading abilities in the areas of reading speed and vocabulary. There also were significant differences in
the affective domain, especially in the areas of students" interest in English and their will to study English.
[Note: Korean abstract is available at web site.]
Keywords: 다독 (extensive reading), 영어클럽활동 (English club activity), 독서 (reading)
[Kim, Jeong-ryeol; Shin, So-ra; and Lee, Je-yeong] 김정렬; 신소라; 이제영
2011 “초등학생의 영어 독서능력지수 기준 개발 = A study of the standard development for
discriminating reading ability of elementary students in Korea,” 현대영어교육
12(1): 89~109.
http://www.riss.kr/link?id=A82533483.
Rtvd. 2013.02.19
Abstract
Extensive reading is one of the effective ways of learning English in EFL circumstances. Children tend to like
narrative reading, and extensive reading is effective in exposing learners of English to the authentic language. It's
important that choosing appropriate books for learners when an extensive reading program is applied for children.
Teachers should know children's present reading ability and suggest the proper level of books for each student. It could
be the key issue for a successful extensive reading program. However, we have no appropriate standards for measuring
English reading proficiency for Korean learners. This research aims to suggest the standards for discriminating reading
ability of elementary school students. The study was implemented by examining the degree of vocabulary difficulty and
the degree of sentence complexity of books learners read using Korean Lexile Index formula. Then, test items for
checking reading comprehension were created and applied to elementary school students of different grades. Findings of
this study are as follows: First, the list of core books was developed by examining Korean Lexile Index. Second, test
items were made for each book in the core list, and they were focused on checking how much the students understand
about the book. Third, the standard of English reading ability was proposed according to school grades.
Keywords: 다독 ,한국형 렉사일 ,영어 독자능력지수,
extensive reading, Korean Lexile Index, English reading ability
Kim, Ji-Sun
2012 “Bringing Extensive Reading into University English Reading Classes,” 영어어문교육
18(1): 69~89.
http://www.riss.kr/link?id=A60105603.
Rtvd. 2013.02.20
Abstract
This paper explored the effects of extensive reading (ER) on Korean university students' L2 reading proficiency and
reading rates. This study also illustrated how ER can be integrated into a university English reading class. Seventeen
students who took a summer reading course participated in this study. Data were gathered through preand post- tests
in terms of participants' reading comprehension proficiency and reading rates and post- questionnaire with regard to
their attitudes toward L2 storybook reading after they have experienced it. The analysis was carried out using the
Paired Samples t-test. It was revealed that ER has a positive effect on the enhancement of the participants' reading
comprehension and reading rates. The participants showed their continued intention to read in English and a strong
belief that persistent reading in English in the long run will help improve their English. The results of this study
confirm the educational values of incorporating ER into university English reading classes. The pedagogical
implications for EFL instructors are described.
Keywords: Extensive reading, reading comprehension skills, reading rates,
L2 learners' perception about extensive reading
Kim, Jin-seok
2003 "On Developing EFL Learner's Readability Based on the Learner-Centered Curriculum,"
Proceedings of the Pan-Pacific Association of Applied Linguistics 2003.
http://www.paaljapan.org/resources/proceedings/2003/jinseokkim.pdf. 10 pp.
Rtvd. 2013.02.16
Bibliographer’s notes: The English-learning situation in Korean public schools is presented, showing the little
amount of time to incorporate ER or story-telling within regular English classes (952 hours over ten years under
the 7th National Curriculum), but pointing out how it can be set up in optional activity and extracurricular activity times.
[Kim, Kyeong-Han; Lee Yong-Pae; Choe Seong-Hui; Kim Yeong-Mi; and Hong Ju-Hui]
김경한 이용배 최성희 김영미 홍주희
2012 “
한 국형 다독을 위한 독서 능력 측정 검사지 개발 =
Development of a testing tool to measure students' reading ability level for
extensive reading in Korea,” 영어교육연구 24(3): 213~238.
http://www.riss.kr/link?id=A99527109.
Rtvd. 2013.02.19
Abstract
The purpose of this study is to develop a testing tool to measure students’ reading ability level for extensive reading in
Korea. The study has four steps in its development process. First, it analyzes the existing testing tools. Second, it
reviews the national English curriculum. Third, it surveys English teachers and students. Finally, it develops a testing
tool and has its verification process. Based on this research and analysis, the study reaches the following
conclusions. First, from the national English curriculum, several types of achievement standards are established.
Second, for the text difficulty of the testing tool, vocabulary level and sentence length are considered to be most
important factors. Third, the texts used for each question are made to meet the vocabulary level derived from the
extensive reading vocabulary list and the text level calculated by KRI readability formula. Fourth, two types of testing
tools are devised for the elementary level and the secondary level. Fifth, the types of questions are comprised of three
evaluation areas. Finally, the testing tools have the verification process for their validity and reliability. The testing
tools prove to be valid from English education experts and to be reliable by measuring the correlation coefficient.
Keywords: 검사지 ,한국형 다독 ,텍스트 난이도 ,독서 능력,
testing tool, extensive reading in Korea, text difficulty, reading ability
[Kim, Kyeong-Hon; and [L]Im Mi-Ran##] 김경훈; and 임미란
2012 “확장형 읽기를 통한 영어 독해능력 향상 = Improving English Reading Competence
through Extensive Reading,” 영어영문학 21 25(1): 155~168.
http://www.riss.kr/link?id=A60104548.
Rtvd. 2013.02.20
Keyword: extensive reading
Kim, Kyung Ja
2011 "Reading Motivation in Two Languages: An Examination of EFL College Students in
Korea." Reading and Writing 24: 861-881.
http://link.springer.com/article/10.1007%2Fs11145-010-9229-z?LI=true. (fee)
Rtvd. 2013.02.13.
Abstract
This study was designed to identify underlying factors that motivate language learners to read in a foreign language
(L2) context. It also examined the relationships between L1 and L2 reading motivation and any differences in reading
motivation based on the learners’ academic majors and L2 reading proficiency. 259 Korean EFL college students
participated in this study. Participants’ L1 and L2 reading motivation was measured using a Likert scale questionnaire
and their L2 proficiency was estimated by test scores in their reading classes. This study yielded a four-factor solution
for L2 reading motivation: learning goal-oriented motivation, intrinsic motivation, avoidance of reading, and utility
value of L2 reading. The results indicated that learning goal-oriented motivation and utility value of L2 reading were
the two primary indicators for the participants’ desire to read in English. The study also demonstrated that the factorbased L2 reading motivation scales correlated with some of the L1 reading motivation scales in the relatively low
range but statements about the connection or transfer issue of reading motivation between the two languages must be
tentative. All L2 reading motivation scales revealed significant differences between English and non-English majors
except in utility value of L2 reading. Furthermore intrinsic and avoidance scales also differed significantly depending
on the participants’ L2 reading proficiency.
Bibliographer’s notes: Students were asked their views on ER and IR.
[Kim, Sun Hee / Seon-Hi] 김선희
2006 “새로운 읽기 교육 제안: 다독과 체험하기 = New Suggestions to Reading Lessons:
Extensive Reading and In-class Participation,” 현대영어영문학 50(4): 21~40.
http://www.riss.kr/link?id=A5005223.
Rtvd. 2013.02.20
Keywords: reading competence, intensive reading, extensive reading, student-centered,
in-class student participation
Kim, Tae-jong
2011 “12-year-old Girl Gets Perfect TOEFL Score,” Korea Times 기사입력 2011-08-26
18:10, http://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid1=104&oid=
040&aid=0000108574.
Rtvd. 2013.02.22
Bibliographer’s note: In this brief news account, a Korean middle-school girl credits being read fairy tales over
and over again as well as later large amounts of free reading for getting a perfect TOEFL score.
Kim, Youngkyu
2006 “Effects of Input Elaboration on Vocabulary Acquisition through Reading by
Korean Learners of English as a Foreign Language,” TESOL Quarterly 40: 341~373.
Online Date 2012.01.04. DOI: 10.2307/40264526. Rtvd 2013.02.08
Bibliographer’s note: A statistical test of 267 Koreans reading a text with 26 target words indicates that implicit
and explicit lexical explanation, but not typographical enhancement, increases meaning recognition. Abstract
available free. See the author’s dissertation below. (Fee for article)
Kim, Young-Im
2001 “Teaching English to Children with Storybooks,“ KOTESOL Proceedings 2001I
57~61.
http://koreatesol.org/sites/default/files/pdf_publications/KOTESOLproceeds2001web.pdf#page=57.
Rtvd. 2013.02.15
Abstract
This paper describes a multi-age, multi-level English class at Foreign Language Center in which
storybooks were used to teach English to young learners as the primary teaching material. The class of
twenty elementary school students was team taught by a Korean/English bilingual teacher (Korean) and an
English monolingual teacher (American) for 10 weeks. The class focus was on 1) various learning
activities based on simple storybooks (intensive reading) and 2) the supplementary read-alouds which
were used to increase the students’ language exposure and provide motivation (extensive reading).
Listening, speaking, reading and writing skills were combined during lessons based on the Whole
Language Approach. The author’s ideas should help teachers who wish to use storybooks as
supplementary material in classes primarily based on textbooks or teachers who wish to completely use
storybooks in classes.
Bibliographer’s notes: The paper includes a short review of ER research. Based on a questionnaire, most
students wanted to continue this approach, but some did not, “mainly because they were so shy that they
didn’t like to act in front of other students and audience” (p.60).
Kim, Youngkyu
2003 Effects of Input Elaboration and Enhancement on Second Languag
Vocabulary Acquisition through Reading by Korean Learners of English.
PhD: University of Hawaii at Manoa. 170 pp.
http://scholarspace.manoa.hawaii.edu/handle/10125/6863
URI: http://hdl.handle.net/10125/6863.
Rtvd. 2012.11
Abstract
The present study investigates the effects of lexical elaboration and typographical enhancement on the acquisition of
second language (L2) vocabulary through reading by 297 Korean learners of Freshman English. The primary research
questions are whether (1) lexical elaboration, typographical enhancement, or a combination of both, has an effect on L2
vocabulary acquisition through reading, and whether (2) two specific types of lexical elaboration, explicit or implicit,
differentially affect L2 vocabulary acquisition. Participants were exposed to 26 low-frequency target words (TWs) by
reading one of six versions of an experimental text containing these TWs. An explicitly lexically elaborated text had all
TWs immediately followed by which means plus a synonym- or definition-type vocabulary explanation, whereas the
TWs in an implicitly lexically elaborated text were immediately followed by an appositive vocabulary explanation
only. A typographically enhanced text contained all TWs set in bold face in order to increase perceptual salience, in
hopes of drawing participants' attention to the TWs while reading. The study adopted a 2 x 3 factorial multivariate
analysis of variance design with typographical enhancement with two levels (enhanced, unenhanced) and type of
lexical elaboration with three levels (explicit, implicit, unelaborated) as two independent variables, and form- and
meaning-recognition vocabulary posttests as two dependent variables. The results were: (a) lexical elaboration alone
did not aid form recognition of L2 vocabulary; (b) explicit lexical elaboration alone aided meaning recognition of L2
vocabulary; (c) typographical enhancement alone did not aid form and meaning recognition of L2 vocabulary; (d)
lexical elaboration and typographical enhancement combined did not aid form recognition of L2 vocabulary; (e) both
explicit and implicit lexical elaboration aided meaning recognition of L2 vocabulary; (f) explicit and implicit lexical
elaboration did not differ in their effect on form and meaning recognition of L2 vocabulary; and (g) whether a text was
further enhanced in addition to either explicit or implicit lexical elaboration did not seem to make a difference in the
acquisition of either the forms or the meanings of the previously unknown words in the text. Pedagogical implications
are discussed and suggestions for future research are proposed.
Ko, Myong Hee
2010 “Classroom-Based Implementation and Evaluation of an English Reading
Program,” 응용언어학/ Korean Journal of Applied Linguistics
26(3): 193~227.
http://www.dbpia.co.kr/Journal/ArticleDetail/2159929.
Rtvd. 2013.02.15. [I do not know if this is in Korean or English.]
(Fee: 5,000 won)
Abstract
This study reports on classroom-based implementation and evaluation of an English reading program at a university
in Korea. Grounded in the findings of an improvement-oriented program evaluation, a controlled extensive reading
and integrated skills approach was proposed for the program. This study intends to determine the extent to which
classroom-based implementation of the revised English reading program is effective before introducing program-level
innovation. At the end of the trial course, student perspectives on the new approach were collected using survey
questionnaires, focus group interviews and observations. Students gave high ratings and positive comments for
student learning outcomes, materials, teaching, and assessment of the new approach. They reported that the three
main strengths of the new approach were in: (a) reducing unease toward reading in English;
(b) offering students with many opportunities to read, write and speak; and (c) providing new content knowledge in
various areas. Evidently, students preferred the new English reading approach. Given that studies in trial
implementation are rare, this classroom-based study may serve as a valuable database in the program evaluation field .
Kirschenmann, Jean; and Bang, Yonghwan
2009 “Building a Classroom Library with Student-Authored Texts,” Presentation at 2009
International KOTESOL not printed in the Proceedings.
Ko, Myong Hee
2011 “A University English Reading Program Evaluation – A First Step Improvement ,”
응용언어학 /Korean Journal of Applied Linguistics 27(1): 245-282.
http://www.dbpia.co.kr/Journal/ArticleDetail/2159919 .
(fee: 5,000)
Rtvd. 2013.02.16
Abstract
This paper presents an improvement-oriented evaluation of the English reading program at a university in
Korea. It compares differences in perception of the program among students, instructors, and administrators
in order to improve the program accordingly. Two hundred fifty seven students, 17 instructors, and two
administrators participated in a survey. Some of them also completed post open-ended email questionnaires
to provide additional data. The results were reported based on the data of four areas: (a) current curriculum,
(b) strengths of the program, (c) learners’ needs, and (d) suggestions for improvement. Results indicate that
the current curriculum needs to be modified by finding more appropriate textbooks, incorporating small
group or pair work into the class routine, and adopting holistic assessment. The two prominent strengths of
the program were having students ‘read something in English,’ and ‘remain comfortable and familiar with
English.’ The six major student needs were ‘need to improve reading through extensive reading,’ ‘need to
find interesting content for motivation,’ ‘need to enhance content knowledge,’ ‘need to increase vocabulary,’
and ‘want to improve speaking and writing skills.’ The two prominent administration-related suggestions
were the need for a systematic curriculum and a placement test to place students at the proper level.
Keywords: 영어읽기 프로그램 평가, 프로그램 개선을 위한 평가, 학습자 욕구조사, 프로그램 평가,
대학 영어읽기 프로그램 평가
Reading program evaluation, improvement-oriented evaluation, needs analysis, program evaluation,
university English reading program evaluation
Krashen, Stephen; and Cho, Kyung Sook
1995 “Becoming a Dragon: Progress in English as a Second Language through Narrow Free
Voluntary Reading,” California Reader 29(1): 9~10.
Third-party abstract: “This article follows up on one of the participants in Cho and Krashen’s (1994)
study that found major gains in L2 competence for adult L1 Korean speakers who took part in narrow
free voluntary reading using the Sweet Valley series. The participant continued to read actively,
expanding, by her own choice, her range of reading materials. Informal measures indicate that she
continued to make substantial progress in her overall L2 proficiency. She also changed her personal
theory of language acquisition, recognizing that for a person at her level reading could be a good
substitute for attending classes. In regard to the participant’s progress in English, the authors conclude:
‘Pleasure reading was the only change in her behavior; before beginning the reading program, she had
been in the United States for five years, and had made very little progress in English. The reading itself
was a valuable source of comprehensible input, and it also made the aural input of television and
conversation more comprehensible; it thus had both direct and indirect effects on her competence’”
(Jacobs et al. 2000; rtvd. 2013.09.13).
Ku, Bon-San
2002 Using Extensive Reading in a Korean University Context. 63 pages. [master’s
thesis?] Non-circulating copy at the University of Minnesota-Mankato library.
[Kweon, Soo-Ok] 권수옥
2010 “청소년 문학작품을 이용한 다독 프로그램과 영어도서관 운영을 통한 대학교양
영어교육 : 이유와 방법 = Using Young Adult Literature and Building Up an English
Library for University
English Education,” 영미문학교육 14(2): 57~77.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=24594456b81890d9ffe0bdc3ef48d419.
Rtvd. 2013.02.19
Abstract
This paper presents a case of implementing the Extensive Reading (ER) program and establishing an
English library for the purpose of ER in running the English language courses at a university in Korea. The
purpose of using ER program and English library is to encourage students to read as many books as
possible and improve their English ability to become competent in English use. ER program has not been
used commonly in university curriculum, let alone English library. Thus, it is intended in this paper that a
pioneering implementation of ER program using young adult literature through English library will shed
light on the idea of using literature in English teaching and learning and on the English education in
general at a university level in Korea. ER can be defined as reading in great amounts for the purpose of a
general understanding of the text or for the enjoyment of reading experience. ER has been beneficial for not
only children learning their native language but adult second language learners, especially when
considering the limited amount of input exposure of the Korean learners of English who encounter
English for periods of only 150-200 minutes a week. The leisure time reading of English
language books is an excellent means of increasing their exposure to English. To encourage students
to read as much as possible, the most important component of ER program is easy access to a
library containing titles that meet the readers’ interests and reading levels. For the successful
implementation of the ER program, the existence of the English library is indispensable. In this
paper, the use of English library at a particular university in Korea is specifically focused for its
introduction.
Keywords: 다독 ,영어도서관 ,문학작품을 이용한 대학교양 영어교육 ,
extensive reading, English library, college English education
[Kweon, Soo-Ok] 권수옥
2012 “청소년 문학작품을 이용한 다독 영어수업 사례 = Implementing Extensive Reading
Program in a University Immersion Classroom Using Young Adult Literature,”
영미문학교육 16(2); 23~46.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=a27d33d465a1f961ffe0bdc3ef48d419
Rtvd. 2013.02.18
Abstract
This paper presents a case study of a class using Extensive Reading (ER) program implemented
in an
English language course at a university in Korea for the purpose of enhancing the four English
skills of the
Korean learners of English. The purpose of using ER program is to encourage students to read as
many
books as possible and improve their English ability to become competent in English use. ER
program has
not been used commonly in university curriculum, although it is believed as an effective way to
improve
students' English ability. Thus, it is intended in this paper to introduce a reading class conducted
in English
using ER program, in which students were strongly encouraged to read, write and speak both at
home and
in class. ER has been beneficial for not only children learning their native language but adult
second
language learners, especially when considering the limited amount of input exposure of the Korean learners of
English who use English only in a classroom environment. Students who took an ER course reported in this
paper read four books as required class texts and three or four books as selfselected books during a semester.
They wrote response journals after finishing reading done with silent reading and listening to audio books and
had a conversation with other students based on their response journals, by which students practiced the four English
skills in a course. Students reported through a survey that their English ability improved through the class and showed
changes of their recognition of different English skills after taking the class compared to before taking it.
Keywords: 다독 ,청소년 문학 작품 ,대학교양 영어교육 ,
extensive reading, young adult literature, English education
Kweon, Soo-Ok; and Kim, Hae-Ri
2008 “Beyond Raw Frequency: Incidental Vocabulary Acquisition in Extensive
Reading,” Reading in a Foreign Language 20 (2): 191-215.
http://nflrc.hawaii.edu/RFL/October2008/kweon/kweon.html Rtvd 2011.12.08
Abstract
Second language vocabulary can be learned incidentally while the learner is engaged in extensive reading or
reading for meaning, inferring the meaning of unknown words (Huckin & Coady, 1999; Hulstijn, 1992;
Krashen, 1993; Pigada & Schmitt, 2006). 12 Korean learners of English read authentic literary texts and were
[self-]tested on their knowledge of vocabulary before reading (pretest), immediately after reading (Posttest 1),
and 1 month after Posttest 1 (Posttest 2). The results showed a significant word gain between the pretest and
Posttest 1 and that most gained words were retained at Posttest 2. Of the 3 different word classes that were
used, nouns were a little easier to retain 28.9%] than verbs [17.3%] and adjectives [18.0%]. More frequent
words were more easily learned than less frequent words across all 3 word classes. However, words of lower
frequency were better learned than words of higher frequency when the meanings of the lower frequency
words were crucial for meaning comprehension. [“The participants were 12 students (11 male and 1 female)
who were taking the intermediate English reading course during the 2006 winter session at Pohang University
of Science and Technology in Korea. All of the participants were majoring in science or engineering. Their
average age was 21.5 years.“]
Keywords: Extensive reading, L2 reading, incidental vocabulary acquisition, literature-based approach
+L
(For 이, see also “I,”)
[Lee, Eun-Hee] 이은희
2011 “Vocabulary Acquisition According to Task Types,” 영어영문학 21 24(3); 315~336.
http://www.riss.kr/link?id=A82689464.
Rtvd. 2013.02.20
Abstract
In order to explore the relationship between vocabulary acquisition and task type as well as language learners`
vocabulary error patterns and characteristics, seventy-eight students participated in this study. They took an English
course for one semester, and a vocabulary examination was administered in the middle of the semester. The
questions on the vocabulary exam were taken from reading, grammar, and vocabulary lists that students had been
exposed to in the course. Data analyses of the vocabulary quiz outcomes indicate that the participants` performance
on questions for areas emphasized in the course materials were better than those for unemphasized areas such as
reading assignments. However, in terms of emphasized and unemphasized words, mean differences for lower level
participants were not statistically significant.
Keywords: vocabulary acquisition, extensive reading in vocabulary acquisition, rote memorization
[Lee, Hwa-ja; and Kim, Mi-jeong] 이화자; and 김미정
2007 “수준별 영어 다독 프로그램의 학교현장 적용 사례연구 =
A case study of implementing a level-based extensive reading program in school
Settings,” 현대영어교육 8(1): 151~170.
http://www.riss.kr/link?id=A82297190.
Rtvd. 2013.02.19
Abstract
The purpose of this study is to implement a level-based extensive reading program in school settings in order to help
students develop English proficiency and to enhance positive attitudes toward English reading. The book-flood
program was applied to students assigned to the extensive reading club for eight months. They were encouraged to
read texts from a variety of genres within their proficiency level in regular club meetings and outside of class. For
effective reading, they were offered several tools created by the teacher. Data collection was done through learning
style questionnaires, teacher interviews, written tests, and group journals, so as to examine the effects of the study.
The results of the study are as follows: 1) The language skills, particularly reading, were evenly improved in all three
levels. 2) The students in the highest group developed their own personal reading styles, while the intermediate group
showed the most positive attitude toward reading.
Keywords: 수준별 수업 다독프로그램 ,
level-based instruction, extensive reading program
[Lee, Jeong Won; and Cho, Kyung Hee] 조경희; and 이정원
2010 “영어 독서 활성화를 위한 학교 영어 도서관의 구축과 활용 = The Establishment
and Operation of the School English Library to Promote Extensive Reading,”
현대영어영문학 54(4): 255~276.
http://www.riss.kr/link?id=A82537082.
Rtvd. 2013.02.20
Lee, Sang-Ki
2007 “Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students'
Reading Comprehension and Learning of Passive Form,” Language Learning
57 (1): 87~118.
Online Date: 1 FEB 2007. DOI: 10.1111/j.1467-9922.2007.00400.x (Fee)
Rtvd: 2013.02.08 [See Chio 2009.]
Abstract
This quasi-experimental study attempts to incorporate grammatical elements into meaning-focused reading
classes by attracting learner attention to form with minimal interruption to meaning comprehension. Two
hundred fifty-nine Korean English as a foreign language students underwent four different treatments
involving textual enhancement and topic familiarity conditions. The responses of the students were
compared with respect to (a) their ability to identify and correct English passive errors and (b) their degree
of reading comprehension. The results revealed that textual enhancement aided the learning of the target
forms while having unfavorable effects on meaning comprehension. Topic familiarity, by contrast, aided
the students' comprehension but was ineffective in terms of their learning of form. I discuss the findings in
light of the theoretical relationship between acquisition and comprehension and conclude with
implications for meaning-oriented lessons.
Keywords: textual enhancement, typographical visual input enhancement, topic familiarity, grammar pedagogy,
focus on form, Korean EFL learners
[Lee, Seung-Chae] 이승채
2007 “대학생들의 반복독서 경험에 관한 연구 = Repeated Reading Experience of
University Students,” 한국문헌정보학회지 41(2): 161~180.
http://www.riss.kr/link?id=A5038027.
Rtvd. 2013.02.19
Abstracts [as abbreviated on web site]
본 연구의 목적은 사람들이 반복적으로 읽은 책들이 무엇이고 남녀간에 어떤 차이가 있는지, 그 책들이 가장
기억에 남는 책들과 얼마나 일치하는지, 그리고 반복독서와 기타의 독서습관과 어떤 관계가 있는지 등을
밝히는 것이다. 대학생들을 대상으로 설문지를 배포하여 그들의 반복독서 경험에 관하여 조사하고 해당
데이터를 통계 처리하여 분석한 결과 밝혀진 중요한 사실들은 다음과 같다. 1) 대부분의 학생들이 2 회 이상의
반복독서 경험을 가지고 있다. 2) 도서
The goal of this study is to examine what sort of books people read repeatedly, what are the different preferences
between men and women, how much the repeatedly-read books are related to the most memorable books and how the
repeatedly-read books are co
Keywords: 반복독서 ,다독도서 ,선호도서 , Repeated Reading, Prefer[r}ed Book, Repeatedly-read Books
Bibliographer’s note: Language is not specified but is seems to be Korean.
[Lee, Seung-Chae] 이승채
2008 “여고생들의 반복독서 경험에 관한 연구 : 전주여고 1 학년 학생들을 중심으로 =
Repeated Reading Experience of Senior High School Girl: Centered on Jeonju Girls’
High School Freshmen,” 한국도서관정보학회지 39(2): 313~332. Rtvd. 2013.02.19
Abstract
The goal of this study is to examine what sort of books girl's high school students read repeatedly, what are the
different preferences between high school and university students, how much the repeatedly-read books are related to
the most memorable books and how the repeatedly-read books are connected to reading habits. A questionnaire was
provided to Jeonju Girls’ High School Freshmen and their repeated reading experiences were searched. The results of
the statistical analysis are summarized: 1) Most girls’ high school students have experienced repeated reading more
than twice. 2) The number of girls' high school students who have experienced repeated reading twice is the highest
and next, those who have read repeatedly 3 times. Also, the number of times of repeated reading tends to be similar
between woman high school and College students. 3) The books which many students read repeatedly more than
twice are : a) Little Prince b) The Myth of Greece and Rome c) Chinese nine spine stickle back d) Meu Pe de Larania
Lima e) Giving Tree f) Harry Potter. 4) About half of the students have read the most memorable books many times.
5) The importance of books was evaluated on the basis of the number of repeated readers and the number of readings.
The order of the important books is Little Prince, The Myth of Greece and Rome, Harry Potter, Giving Tree, Meu Pe
de Larania Lima, Chinese Nine Spine Stickle Back. [Note: Korean abstract is available at web site.]
Keywords: 반복독서 ,다독도서 ,선호도서 , Repeated Reading, Prefer[r]ed Book, Repeatedly-Read Books
Bibliographer’s note: Language is not specified but is seems to be Korean.
[Lee, Seung-Chae] 이승채
2011 “이공계 교수의 반복독서 경험에 관한 연구 = Repeated- Reading Habit of Faculty of
Science and Technology,” 독서연구 25: 281~313.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=a36cc6259be92f99ffe0bdc3ef48d419.
Rtvd. 2013.02.18
Abstract
The goal of this study is to examine what kind of repeated-reading habit of faculty of science and technology have,
what sort of books they read repeatedly, and what preferences they have depending on their age.
A questionnaire was provided to faculty of science and technology at Chonbuk National University and their repeated
reading experiences were surveyed. The results of the statistical analysis are as follows:
1) Most faculty of science and technology have experienced repeated reading.
2) The number of professors who have experienced repeated reading twice is the highest and next, those who have
read repeatedly 3 times.
3) More than half of the professors have read their favorite books several times.
4) The importance of books in this study was judged on the basis of the number of repeated readers and the frequency
of reading. The order of important books is as follows: The Tale of Three Kingdoms, Little Prince, The Greek and
Roman Mythology, No Possession.
5) Professors read the same books repeatedly to enjoy and learn something. [Note: Korean abstract is available at web
site.]
Keywords: 반복독서 ,교수 다독도서 ,교수 반복독서 , Repeated Reading, faculty Reading, Prefer[r]ed
Book,Reppeatedly-read Books, Repeated Reading Collection
Bibliographer’s note: Language is not specified but is seems to be Korean.
[Lee, Sun Young] 이선영
2012 “확장형 읽기를 활용한 한국어 읽기 수업의 효과 분석 -학문 목적 학습자를
대상으로- = A study on analyzing the Effect of Korean reading class using extensive
reading for learners for academic purpose,” [in Korean] 이중언어학 50: 167~192.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=754aa4fc40350d4dffe0bdc3ef48d419.
Rtvd. 2013.02.18
Bibliographer’s note: This is about Korean ER, not English ER.
Abstract
The purpose of this study is to analyze the effect of reading class using extensive reading. Recently, advanced learners
who study Korean language to go on to university or graduate school have increased. These learners should read
Korean texts fast after they go on to university or graduate school. In such situation, reading fluency is required for the
learners. This study considered extensive reading is appropriate as a way to improve reading fluency of the learners.
Extensive reading class is characterized by encouraging learners to read a variety of texts pleasantly and on their own
initiative. In extensive reading class, learners practice to focus on reading fast while understanding the whole context
of article rather than obsess over word or grammar. This study verified whether extensive reading class can improve
reading fluency of the learners by carefully observing reading class for advanced learners who were exchange students
over 4 months. The learners participated actively in selecting texts to be used in their class and cooperated with each
other to enhance understanding of text through small group activities. As a result, most of the learners get better
grades in the final exam compared with the level test that was given at the beginning of the term. (Korea University)
Keywords: extensive reading, 확장형 읽기, reading fluency, 읽기 유창성, learners for
academic purpose, 학문 목적 학습자, small-group work, 소그룹 활동
Lee, Sun Young; and Kyung Ja Kim
2011 “Extensive Reading of EFL Elementary School Students ,” 영어교육연구 23(3): 49~51.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=11444e28bcec209dffe0bdc3ef48d419.
Rtvd. 2013.02.18
Abstract
Extensive reading can motivate learners to read more books and it can be expected to improve speaking and listening
as well as reading through various social interactions before, during, and after reading. This research aimed to find out
how the elementary school students perceived extensive reading and how extensive reading had an influence on their
English language learning. Targeting 6 elementary school students, qualitative research was conducted. The results
obtained from the data are as follows. First, the participants perceived extensive reading as the means to increase their
vocabulary and to reconfirm their grammar. Second, through extensive reading the students aimed to build up their
vocabulary and to learn grammar rather than to understand what the reading texts say. Lastly, it revealed that the role of
parents and teachers was important in that they could observe, guide, and motivate their children to read more books in
extensive reading which requires a lot of time and efforts. It will transform extensive reading into an interesting and
pleasant activity, not a difficult and burdensome one.
Keywords: extensive reading, test-based reading, role of parents and teachers
[Lim, Mi Ran] 임미란
2012 “확장형 읽기를 통한 영어 독해능력 향상 = Improving English Reading Competence
through Extensive Reading,” 영어영문학 21 25(1): 155~168.
http://www.riss.kr/link?id=A60056409.
Rtvd.2013.02.20
Abstract
The purpose of this study is to research middle school students` reading problems and to suggest how to improve their
reading competence through the use of the extensive reading. For this study, we proposed two research questions of
study as below. First, what difference is there in English competence between experimental group and control group?
Second, what difference is there in the English reading competence according to English proficiency? The experimental
group had been taught through extensive reading for 10 weeks. The data needed for this study was obtained by the
questionnaires with 25 questions about the English reading. The data analyzing method were t-test through statistics
program SPSS 12.0. Based on the result of this study, extensive reading was effective in improving the students`
reading competence. Studying English reading through extensive reading led the students to be present in classes with
interests.
Keyword: extensive reading
+M
MacAlister, John
2008 “Implementing Extensive Reading in an EAP Programme,” ELT Journal 62:
248~256.
Online Date: April 13, 2007. doi: 10.1093/elt/ccm021. Rtvd: 2013.02.08.
Abstract
For more than twenty years the benefits of extensive reading have been proclaimed to the ELT community,
but the inclusion of extensive reading in ELT programmes is far from universal. Extensive reading appears
to be particularly absent in higher educational and English for Academic Purposes settings. This paper
reports on the implementation of an extensive reading component in a pre-university study EAP
programme. Learners responded positively to the loss of teacher-centred class time and a non-EAP focus for
part of each lesson. While the implementation of extensive reading will vary from setting to setting, this
action research project shows that extensive reading can have a place in an EAP programme. [“Four of the
learners came from South Korea…”].
Margolis, Douglas
2008 “Implementing Extensive Reading,” The English Connection 12(1): 18~19.
http://www.finestwriters.com/sites/default/files/pdf_publications/TECv12n1-0803.pdf.
Rtvd. 2013.02.16
Bibliographer’s notes: The author lists the key principles of ER and then gives ideas on how set up ER in a classroom. No specific reference is made to Korea.
Marland, Holly
2011 “Lessons Learned while Managing My First Book Club,” Studies in Self-Access Learning
Journal, 2 (1), 32-38.
http://sisaljournal.org/archives/mar11/marland/
Rtvd. 2013.02.15
Abstract
Extensive reading has become a popular way to promote language development. I had long wanted to introduce my
students to pleasure reading as a means to improve their English, but because I was only teaching conversation courses,
I saw no opportunity to do so. However, last semester, I decided to start an extracurricular book club, and it has been
one of the most rewarding projects I have ever undertaken. The club was successful on many levels including the
promotion of learner autonomy. This article is about the steps I took and the lessons I learned in the process of
managing my first book club during one semester at a university in South Korea.
Bibliographer’s notes: Five university students were in her club. Detailed steps taken are spelled out. The article
includes link to level tests.
McNeil, L.
2006 “The Influence of Extensive Reading on Reading Comprehension and Reading
Attitudes,” The Korea TESOL Journal 9(1): 89-107.
<http://journal.ccsenet.org/index.php/elt/article/view/18851/12442>
Cited , above, as showing that ER helps on both. Based on study of South Korean
students.
Miles, Scott
2005 “Bringing Extensive Reading Into [sic] the Korean Classroom,“ KOTESOL Proceedings
2005: 99~106.
http://www.koreatesol.org/sites/default/files/pdf_publications/KOTESOLProceeds2005web.pdf#page=97. Rtvd 2013.02.14
Abstract
Extensive reading is one of the most effective ways to develop a second language in an EFL environment.
Unfortunately, few students and educators in Korea are aware of what extensive reading is and the impressive
benefits it brings. Furthermore, teachers often lack direction as to how to promote extensive reading habits in their
students. After a brief description of extensive reading and its benefits, this article details one way to
introduce extensive reading into the Korean classroom. Several surveys were conducted in order to determine if this
methodology made a lasting impact on the students' reading habits after the course finished. The survey data suggests
that by introducing extensive reading to students and giving them the opportunity to become familiar with the
practice, a significant percentage of students can be positively affected.
Miles, Scott
2009 “ER Evaluation Techniques,” Presentation listed for the 2009 International KOTESOL
Conference but not printed in the Proceedings.
[Min, Hyun Jung Min; and Ham, Joung Hyun] 민현정; and 함정현
2011 “대학생 영어의 언어적 창의성 신장방안 연구 : 북클럽의 수준별 영어다독
활동을 통한 언어의 유창성과 융통성을 중심으로 = A Study on Enhancement of
University Students' English Language Creativity Focused on Fluency & Flexibility
through Book Club's Differentiated Levels for Extensive English Reading Program,”
창의력교육연구 11(2): 5~26.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=140884806ad4a4feffe0bdc3ef48d419
Rtvd. 2013.02.18
Abstract
The purpose of this study was to explore the effects of using a book club's differentiated levels for an extensive
English reading program on university students' language creativity. In order to accomplish this purpose, the program
was applied to the two groups. The experimental group read texts with various topics and genres within their level in
regular club meetings. The results of the study are as follows: First, the experimental group showed statistically
significant improvements in language fluency by reading many kinds of different stories. Second, the experimental
group showed a higher improvement in language flexibility than the control group. Third, it was shown that the more
improvement was shown from students who read over 20 books, which means it became more positive toward
language creativity through the extensive readings of various topics and genres. Based on the research results above, I
suggest the future research experiments should focus on the book club's differentiated levels English reading program
for language originality and other creativity factors needed. [Note: Korean abstract available at web site.]
Keywords: 북클럽 ,언어적 창의성 ,수준별 영어다독 ,영어, ,Language Creativity, Bookclub, English,
English Extensive Reading, Language Flexibility, Language Fluency
[Misner, Mike] 마이크마이스너
2008 “집중영어캠프 학습자의 다독능력에 대한 단어 해석의 효과 = Effects of In-Text
Gloss on the Extensive Reading Ability of Korean Camp Students,” 외국어교육연구
22(1): 331~352.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=ef686d361deca01affe0bdc3ef48d419.
Rtvd. 2013.02.18
Abstract
Extensive reading means reading lots of easy interesting books in class and at home. In Korea, extensive reading is still
a new phenomenon and as such there is still a gap between the cognitive and linguistic levels of the students and the
materials, specifically graded readers, available for them. That is, stories of the appropriate linguistic level are too
childish and books of the appropriate cognitive level, which desirably have longer stories, more characters, and more
plot twists, are inaccessible linguistically. Therefore, books of higher cognitive and linguistic levels were selected for
students to read. The texts were glossed by writing the Korean translation under the difficult English words, so the
students would still be able to understand 96-99% of the vocabulary in the texts. This study took place at a two week
immersion camp in Seoul. 5th and 6th grade students of the same level read and discussed one book per day for 12
days. The results of the study show that students who read books with in-text gloss had better textual comprehension
and learned more vocabulary than a control group who read the same graded readers with no gloss. [Note: Korean
abstract is available at web site.]
Keywords: 다독 ,단어 해석 ,어휘 습득 ,초등 교육 , Extensive Reading, In-text Gloss, Vocabulary Acquisition,
Elementary Education
목양주 [Mok, Yang-Ju / Yangzhou]
2004 언어학습자문학 다독을 통한 고등학생 영어독해력 향상 연구.
[Literature research on high school English language learners improvement through
extensive reading comprehension] Master's Degree thesis, Korea National University of
Education.
http://m.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&
control_no=9bde5183e85b7e1e#redirect. Rtvd 2013.09.08
Abstract
The purpose of this study was to investigate how students can increase their reading ability in English, as well as
develop positive attitudes toward reading in English and have increased motivation to read in English through extensive
reading.
The extensive reading program for this study was carried out on 19 second grade students in high school, Suwon for
20 weeks.
The used reading materials are literature adapted for language learners, one particular type of language learner
literature, published by Oxford University and Longman Press.
To know the effect of the program and to measure growth in students' reading ability, [a] pretest and posttest were
given to the students. Also, [a] questionnaire was administered to students at the beginning, and then again at the end,
of [the] program to probe the students' reaction to the program. Throughout the program, students were asked to write
reading diaries for the teacher to discover how they respond to what they read. For students, it could be a chance to
reflect on their reading. And I wrote what I have observed, questioned, and talked with students in the process of this
program.
The results of the study are as follows :
First, it is important to provide students with a variety of reading materials to increase their reading ability in
English. Reading materials should be attractive, interesting, motivating， at a range of appropriate levels, and of an
appropriate length. In this respect, literature adapted for language learners used in this study was very effective and
helpful.
Second, it was proved that the students could improve their reading ability in English through extensive reading of
literary texts in English. They came to see reading as a pleasurable, rather than a stressful activity. In addition, it is
shown that students got better in inferring and guessing unfamiliar vocabularies and structure in the context of a story.
Though their writing and speaking improved much, they used more varied sentence structure, and were better at
spotting and correcting grammatical mistakes in their writing and speaking.
Third, according to questionnaires concerning learner variables, students' reaction to reading diary was positive.
Students showed a more positive attitude to studying in general. They developed a wider knowledge of the world and
an increased understanding of other people. They used thinking skills more effectively, their imaginative scope was
enlarged, and they were generally more mature.
In conclusion, [this study of] English extensive reading programs indicates that students can improve their English
reading ability, and develop positive attitudes toward reading and increase motivation to read. Moreover, reading
extensively can result in gains in vocabulary and other aspects of English learning. Extensive reading not only helps
students learn to read in English, but also leads them to enjoy reading.
Extensive reading is a student-centered and student - managed activity - since students choose what, when, and how
read - teachers have a crucial role to play in ensuring the success of the program. There is no doubt, therefore, that the
essential conditions for extensive reading are a teacher's enthusiasm for reading and encouragement of students to read.
Moser, Adriane
2009 The Acquisition of Anger Metaphor by Korean Adult English Language
Learners. Master's thesis: Chonnam National University, Gwangju, Korea. Summary
in Korean. 44 pp.
http://www.dibrary.net/search/dibrary/SearchDetail.nl?category_code=kn&service=KO
LISNET&vdkvgwkey=177093788&colltype=dan-dmdp&place_code_info
=&place_name_info=&manage_code=011001&shape_code=B&refLoc=kolisNet&categ
ory=kolisNet&srchFlag=Y&h_kwd=|&lic_yn=N&mat_code=DM. Rtvd 2013.02.14
Notes from a secondary source:
For sixteen weeks, thirty Korean undergraduates read children’s stories selected by the instructor. Vocabulary gains
were most for critical words even if not high in frequency, followed by high-frequency words.”From the pre-test to
the post-test, learners in this study produced anger metaphors a mean of .44 times in twenty lines of their personal
narrative, and 1.17 times in the post-test, with a difference of .72 occurrences of metaphor usage between the pre-test
and post-tests. However, this growth was not statistically significant at p< .05. When compared to learners at a similar
level who had not read the selected children’s literature, there was a statistically significant difference. While learners’
language development may not be significant over the course of a single semester, it does outpace that of similar cohort
without exposure to this source of comprehensible input” (Moser 2009b: 130).
+N
Nelson, Rocky
2013 “ER at Pusan University of Foreign Studies,”
Presentation listed at 2009 International KOTESOL not printed in the Proceedings.
+O
O, Kyung-Mi O; Kim, Eun-Jeong; and Yang, Jungwan
2009 “Extensive Reading Assessments in Reading Classes in General English Programs at
University Levels,” 응용 언어학 25(1): 259~292.
http://www.riss.kr/link?id=A76501207.
Rtvd. 2013.02.19
Abstract
This study has explored how English reading assessments in general English programs are designed and managed, and
also explores ideas of implementing an extensive reading approach in classes. For the analysis, the study employs
twenty eight instructors teaching readings in general English programs at universities. In the data collection procedure,
questionnaires, test analysis, and in-depth interview methods are used. The findings indicate that, although some
instructors understand the role of extensive reading, most of the reading tests used in general English reading programs
focus on an intensive reading approach, partly due to class sizes and also to practicality matters. The study presents the
idea of using online communities and assessments in implementing extensive reading classes in practice.
Keywords: 영어읽기 , 다독 , 읽기 평가 , 다독 평가 , 교양영어 프로그램 , 이해 가능한 입력,
English reading, extensive reading, reading assessment, extensive reading assessment, general English program,
comprehensible input
Oh, Junil
1990 On the Relationship between Anxiety and Reading in English as a Foreign Language
among Korean University Students in Korea. PhD: University of Texas at Austin.
Downloadable for people with Facebook accounts at
http://www.docstoc.com/docs/40602660/DISSERTATIONS-_1990---present_.
오미경 [O(h), Mi-Kyeong]
2002 석사학위논문,서강대학교. (The) Effectiveness of Extensive Reading in Developing English.
MS Thesis: Sogang University. 76 pp.
<http://library.sogang.ac.kr/search/tot/result?st=KWRD&service_type=brief&si=TOTAL&q=
%EC%98%A4%EB%AF%B8%EA%B2%BD&article=on&x=39&y=14 >
Rtvd. 2013.09.08 In-library use only
+P
Park, Seong Man
2004 "The Comparison of Korean Students’ Vocabulary Learning Strategies." EDSL 617,
Teaching and Learning L2 Vocabulary [course], McGill University. 26 pages.
Rtvd. at Google Scholar: [DOC] The Comparison of Korean Students'
Vocabulary Learning Strategies 2013.02.13
Bibliographer’s notes: A survey on vocabulary-learning strategies used in reading introduces the results of a short
experiment using six Korean students (five elementary and one secondary) in Canada. The three strategies looked
at are 1) word-form analysis, 2) guessing the meaning of new words in the context, and 3) the use of pocket
electronic dictionary with written repetition. Learning was tested with a context-free matching quiz. The first
strategy, 1), was most effective, followed by 2) and, distantly, by 3). A comparison with contrasting results in Chin
(1999) and suggestions are included. The Instrument is attached
Park, Young Sun
2008 “The Effect of an ER (Extensive Reading) Program upon Children’s Literacy
Development,“ Issues in EFL 6 (1): 34~57.
http://tesol.sookmyung.ac.kr/download/ma02/03-reading-parkyoungsun%20Lara_edit.pdf.
Rtvd 2013.02.12
“The purpose of this paper is two-fold. First, it intends to report the value of extensive reading in terms of
it’s [sic] affects {sic] upon children’s literacy development. Second, this paper aims to introduce a language
program that is specially designed to help Korean EFL children improve their literacy skills. As an introduction,
the current Korean EFL environment will be discussed in light of recent changes within English the way reading
classes are taught. The second section of the paper will review the theoretical background including the definition
and features of extensive reading. In section 2, the importance of Extensive Reading in the Korean EFL
environment and reading classes will be addressed via comparison with intensive reading. Some major research
findings on second language reading will be reviewed as well. In section [3], the paper will present details of the
new curriculum … “ (p. 34 ).
+R
Renshaw, Jason
2009 “New Adventure-Based Reading Approach for 9 to 14-Year-Olds,” Presentation listed
at 2009 International KOTESOL not printed in the Proceedings.
Reynolds, Eric D.
2010 “Can Wikis Aid University EFL Students in Building Vocabulary Intuition?”
영상영어교육 (STEM Journal) 11(1): 13~200.
http://www.papersearch.net/view/detail.asp?detail_key=0b600238. (fee: 4,500 won)
Rtvd. 2013.02.20
Keywords: Learning strategies, Web 2.0, vocabulary learning, internet[-]based teaching, extensive reading
Robb, Thomas
2002 “Extensive Reading in an Asian Context -- An Alternative View,”
Reading in a Foreign Language Volume 14(2): 146~147.
http://nflrc.hawaii.edu/rfl/october2002/discussion/robb.html.
Rtvd. 2013.02.18
Bibliographer’s note: The author argues, based on experience in Japan, that in many settings, especially in Asia,
not all of Day and Bamford’s 10 principles of ER (presented, i.a., pp. 136~141 of the same issue of this journal)
are not applicable.
+S
Sage, Colin M.
2011 “Sage, Colin M. "Learner Beliefs in South Korea: Enriching the Description."
Electronic Journal of Foreign Language Teaching 8(2): 216-233.
http://e-flt.nus.edu.sg/v8n22011/sage.pdf.
Rtvd. 2013.02.16
Bibliographer’s note: This survey of 35 Korean university students on beliefs about what are effective ways of
learning English included questions regarding reading but not worded specifically in terms of ER. “Of particular
concern is that these learners were encouraged to read a graded reader each week for the duration of their course. If
learners appreciated these readers were simplified, motivation for this program may have been impaired. In future
program coordinators might more fully explain the benefits of comprehensible input to learners when in-troducing
extensive reading courses” (p. 224). Some relevant responses on a five-point Likert scale to questions asked in
English (with low being positive) were: “Input (reading/listening) assists output”: 2.30 (S.D.: 0.54);
“Input that cannot be understood facilitates learning more than input that comprehensible input. [sic]”: 2.69 (S.D.:
0.42); “Modified input is superior to authentic input for language learning”: 3.20 (S.D.: 44) (Table 9, p. 224).
Seo, Sanhgyoon [서상윤]
2008a “Extensive Reading Communities Using an Online Cafe to Maximize Children's
Writing Skills,”현대영미어문학회 학술대회 발표논문집 [proceedings]
2008/10: 46~51.
http://www.dbpia.co.kr/Journal/ArticleDetail/1617687 (free quick-view; fee, 3,500)
Rtvd. 2013.09.14
Abstract
This study explores how an integrated extensive reading program using children's story books and an online cafe
can promote EFL student language skills. The reading purposes of general Korean ELL (English Language Learners)
are translation, answering questions and comprehensive understanding rather than enjoyment or superficial
understanding. As a result, learners have not become spontaneous readers of English through traditional reading
classes. Beyond the traditional view of reading as an alternative reading course, this study presents the technologyincorporated ER (extensive reading) project using an online cafe as a collaborative reading and writing tool. This ER
project was conducted for six months with 17 elementary school students at a local language institute in Daejeon,
Korea. The researcher used the quantitative dominant and qualitative less dominant method that includes documents
analysis and observations. The results of this study indicated that the students' L2 skills significantly developed in
terms of linguistic competence and technology-incorporated literacy, outcomes which could provide a practical
insight on EFL language courses. [Cp. Seo 2008b.]
Keywords: extensive reading, elementary English writing, technology-incorporated literacy, interactive literacy
community
Seo, Sanhgyoon [서상윤]
2008b “Extensive Reading Communities Using an Online Cafe to Maximize Children's
Writing Skills,” 현대영미어문학 26(4) (통권 50 호): 249~268.
http://www.dbpia.co.kr/Journal/ArticleDetail/1609155 (free quick-view; fee, 4,50)
Rtvd. 2013.09.14
Abstract
This study explores how an integrated extensive reading program using children’s story books and an online cafe can
promote EFL student language skills. The reading purposes of general Korean ELL (English Language Learners) are
translation, answering questions and comprehensive understanding rather than enjoyment or superficial understanding.
As a result, learners have not become spontaneous readers of English through traditional reading classes. Beyond the
traditional view of reading as an alternative reading course, this study presents the technology-incorporated ER
(extensive reading) project using an online cafe as a collaborative reading and writing tool. This ER project was
conducted for six months with 34 elementary school students at a local language institute in Daejeon, Korea. The
researcher used the quantitative dominant and qualitative less dominant method that includes documents analysis and
observations. The results of this study indicated that the students’ L2 skills significantly developed in terms of
linguistic competence and technology-incorporated literacy, outcomes which could provide a practical insight on EFL
language courses.
Bibliographer’s note: This is an expanded version of Seo 2008a.
Keywords: 다독, 초등 영어 쓰기, ICT 활용 문식력 개발, 상호작용적 독서 공동체 ,
extensive reading, elementary English writing, ICT-incorporated literacy development, interactive reading community,
Seo, Sahngyoon
2008a “Extensive Reading Communities Using an Online Cafe to Maximize Children’s
Writing Skills,” 년 추계학술대회 10: 46-51.
http://www.dbpia.co.kr/Journal/ArticleDetail/1617687. (fee: 3,500 won)
Rtvd. 2013.02.14
Abstract
This study explores how an integrated extensive reading program using children’s story books and an online cafe can
promote EFL student language skills. The reading purposes of general Korean ELL (English Language Learners) are
translation, answering questions and comprehensive understanding rather than enjoyment or superficial understanding.
As a result, learners have not become spontaneous readers of English through traditional reading classes. Beyond the
traditional view of reading as an alternative reading course, this study presents the technology-incorporated ER
(extensive reading) project using an online cafe as a collaborative reading and writing tool. This ER project was
conducted for six months with 17 elementary school students at a local language institute in Daejeon, Korea. The
researcher used the quantitative dominant and qualitative less dominant method that includes documents analysis and
observations. The results of this study indicated that the students’ L2 skills significantly developed in terms of
linguistic competence and technology-incorporated literacy, outcomes which could provide a practical insight on EFL
language courses.
Bibliographer’s note: This is a shorter paper on the study presented in Seo 2008b.
Seo, Sahngyoon [서상윤 ]
2008b “Extensive Reading Communities Using an Online Cafe to Maximize Children's
Writing Skills,” 현대영미어문학 26(4): 249~268.
http://www.riss.kr/link?id=A6003492.
Rtvd. 2013.02.19
Abstract
This study explores how an integrated extensive reading program using children's story books and an online cafe
can promote EFL student language skills. The reading purposes of general Korean ELL (English Language
Learners) are translation, answering questions and comprehensive understanding rather than enjoyment or
superficial understanding. As a result, learners have not become spontaneous readers of English through traditional
reading classes. Beyond the traditional view of reading as an alternative reading course, this study presents the
technology-incorporated ER (extensive reading) project using an online cafe as a collaborative reading and writing
tool. This ER project was conducted for six months with 34 elementary school students at a local language institute
in Daejeon, Korea. The researcher used the quantitative dominant and qualitative less dominant method that
includes documents analysis and observations. The results of this study indicated that the students' L2 skills
significantly developed in terms of linguistic competence and technology-incorporated literacy, outcomes which
could provide a practical insight on EFL language courses.
Bibliographer’s note: This is a longer paper on the study presented in Seo 2008a.
Keywords: 다독 ,초등 영어 쓰기 ,ICT 활용 문식력 개발 ,상호작용적 독서 공동체 ,
extensive reading, elementary English writing, ICT-incorporated literacy development, interactive reading
community
[S(h)in, Gyu-Cheol] 신규철
2000 자발적 다독법을 통한 통합적 읽기 교육 연구.
[Research on integrated education through voluntary Extensive Reading]
PhD: Korea University. 184 pp. <http://www.riss.kr/link?id=T8053499 > Rtvd 2013.09.08
[S(h)in, Gyu-Cheol] 신규철
2006 자발적 다독법을 통한 통합적 읽기교육 연구
[Research on integrated education through voluntary Extensive Reading].
Korea Research Information Kyeonggi.
<http://www.kyobobook.co.kr/product/detailViewKor.laf?ejkGb=KOR&mallGb=KO
R&barcode=9788953447462&orderClick=LAV&Kc=: 11,900 won>
Rtvd 2013.09.08
Bibliographer’s note: This might be the same as or a revision of S(h)in 2000 (above).
Shin, Insook; and Ahn, Byung-kyoo
2006 “The Effects of Different Types of Extensive Reading Materials on Reading
Amount, Attitude, and Motivation,” 영어교육 61(1): 67~88.
http://www.riss.kr/link?id=A82516419.
Rtvd. 2013.02.20
Abstract
The purpose of this study is to investigate the effects of different types of reading materials on Korean high school
students in regards to the amount of extensive reading, student attitude toward reading, and motivation for reading.
Toward this end, previous studies on extensive reading were reviewed, followed by the development of record
sheets and pre- and post-questionnaires to measure reading amount and affective aspects, respectively. The types of
reading materials were divided into four groups: long text with Korean glosses, long text without Korean glosses,
short text, and a mixed text. Data, collected from a total of 229 high school students, revealed the following
findings. First, in terms of reading amount, all groups showed increased tendencies over 15 observation sessions.
Second, the group of long texts with Korean glosses demonstrated the most remarkable increase in the mean score
of reading words per minute. Third, there was a statistical difference in student attitude and motivation
demonstrated in all groups except the short text group. Fourth, factor analysis and t-test of factors revealed
considerable changes in six factors out of a total of nine. Based on the findings, pedagogical recommendations in
incorporating extensive reading and limitations of this study are suggested.
Keywords: extensive reading, reading amount, attitude, motivation
[Shin, Kyu-Cheol] 신규철
2003 “Vocabulary Acquisition through Extensive Reading in EFL Class,”
현대영어교육 4(2): 3~16.
http://www.riss.kr/link?id=A82297120.
Rtvd. 2013.02.19
Abstract
In this study it is shown that foreign language learners recognized the meanings of new words and built up
vocabularies as a result of comprehension-focused extensive reading. This study also shows what percentage
coverage of text is needed for unassisted reading for pleasure, where learners are able to read without the interruption
of looking up words. It is proven that Extensive Reading Approach based on a carefully controlled book-length
reading treatment develops a variety of sight vocabularies. In addition, it is shown that Extensive Reading, in terms
of frequency of occurrence of words in the texts, explains more incidental word learning than Intensive Reading with
shorter texts. Findings also [suggest] that subjects with less linguistic competence could have greater incidental word
learning gains. Theoretical and experimental implications of vocabulary acquisition through reading are discussed.
Keywords: 어휘습득 ,다독, vocabulary acquisition, extensive reading
[S[h]on, Hye Sook] 손혜숙
2004a “동화의 반복 들려주기가 유아의 이야기 구성 능력에 미치는 효과 = The Effect
of Intensive-Repetition Reading and Extensive-Once Reading through Fairy Tale
Stories on Narrative Competence of Young Children,” 열린유아교육연구
4(2): 53~67.
Abstracts
본 연구는 만 4-5 세를 대상으로 하여 유아교육기관에서 동화를 반복적으로 들려주어 정독하는 경험과
한번 돌려주지만 다독할 수 있는 경험에 있어 유아의 이야기 구성 능력에 있어 차이기 있는지를 알아보기
위한 것이다. 연구의 결과 유아교육기관에서 대그룹 형태로 유아들에게 들려주는 동화에 있어 반복적으로
들려주어 정독 경험한 유아와 한번씩 돌려주면서 다독하게 한 유아들 간의 이야기기 구성능력에는 차이가
없는 것으로 나타났다.
The purpose of this study is to find out the effect that affects to children’s story construction ability by intensiverepetition reading and extensive-once reading through fairy tale stories. The problems of research for purpose of
this study are as follows:
1. Is there any difference the effect of intensive-repetition reading and extensive-once reading through fairy tale
stories on children’s level of narrative structure?
2. Is there any difference the effect of intensive-repetition reading and extensive-once reading through fairy tale
stories on children’s length of narrative?
The subject[s] of this study were 105 children (55 by experimental group & 50 by control group) of 5.6 year old of
a kindergarten located on Incheon, Korea. The study was practiced for 8 weeks by intensive-repetition reading and
extensive-once reading through fairy tale stories.
Test score was analyzed by ANCOVA.
The results of this study are a follows:
1. There was no difference [in] the effect of intensive-repetition reading and extensive-once reading through fairy
tale stories on children’s level of narrative structure.
2. There was no difference [in] the effect of intensive-repetition reading and extensive-once reading through fairy
tale stories on children’s length of narrative. [Notes: This article may be about Korean ER. Cp. Shon 2004b.
Keywords: 반복 들려주기 , 이야기 구성 능력 ,
intensive-repetition reading, narrative competence
[S[h]on, Hye Sook] 손혜숙
2004b “동화의 제시방법에 따른 유아의 동화 흥미도와 이야기 구조화 능력 =
The Effect of Intensive-Repetition Reading and Extensive-Once Reading through
Fairy Tale Stories on Young Children's Interest Level and Narrative Structuring,”
미래유아교육학회지 11(1):1~23.
http://www.riss.kr/link?id=A4011852.
Rtvd. 2013.02.19
Abstract
The purpose of this study is to investigate the effect of Intensive-Repetition Reading and Extensive-Once Reading
through Fairy Tale Stories on Interest Level and Narrative Structure of Young Children. The subject[s] of this study
were 105 children (55 in the experimental group & 50 in the control group) of 5.6 year old of a kindergarten located
on Incheon, Korea. Intensive-repetition reading and extensive-once reading of fairy tale stories were conducted for
40 days. Test score was analyzed by ANCOVA.
The results of this study are a[s] follows :
1. There was no difference in the effect of intensive-repetition reading and extensive-once reading through fairy tale
stories on children’s interest level.
2. There was no difference in the effect of intensive-repetition reading and extensive-once reading through fairy tale
stories on children’s level of Narrative Structure. [ Notes: Cp. Shon 2004a. A Korean abstract is at the web site.]
Bibliographer’s notes: I have not seen the article; it may be about Korean ER only. See Shon 2007.
Keywords: 정독적 반복 들려주기 ,다독적 한번 들려주기 ,흥미도 ,이야기 구조화,
intensive-repetition reading, extensive reading, interest level, narrative structure
[S[h]on, Hye Sook] 손혜숙
2007 “교 사의 동화 제시방법이 유아의 창의성에 미치는 영향 = The Effects of Teacher`s
Presented Method (Extensive Reading and Intensive Reading) of Fairy-Tale Stories on
Young Children`s Creativity,” 미래유아교육학회지 14(1): 1~28.
http://www.riss.kr/link?id=A75129556.
Rtvd. 2013.02.19
Bibliographer’s note: I have not seen the article; it appears to be about Korean ER only. See Shon 2004a,b,c.
Keywords: 다독(多讀) ,정독(精讀) ,창의성(創意性), Extensive Reading, Intensive Reading, Creativity
shyiny
2013 “Extensive Reading and Intensive Reading,” Readers re Learners
http://cafe.naver.com/shyiny/137. Rtvd. 2013.09.07
Bibliographer’s note: This short blog notes that ER, while good, needs to be combined with intensive reading,
since ER takes so much time.
Sohn, Min-Ah
2011 Investigation the Effects of L1 and L2 Glosses on Incidental Vocabulary Learning and
Reading Comprehension. M.A.: Korea University.
<http://uconnkim.twinword.com/publications.html. Rtvd. 2013.02.16
[Son, Hyae Sook] 손혜숙
2004c “동화 정독적 반복 들려주기와 다독적 한번 들려주기에 따른 유아의 흥미
도와 이야기 구조화 = Effectiveness of Intensive Versus Extensive Reading of
Children's Stories,” 兒童學會誌 25(2): 59~69.
http://www.riss.kr/link?id=A40078097.
Rtvd. 2013.02.19
Abstract
The question addressed by the present research was whether repeated, careful reading of a few stories (Intensive
Reading) is more effective than general, one-time reading of many stories (Extensive Reading). Unfamiliar stories
were read to 105 kindergarten children from typewritten sheets of paper for 40 days (about 10 weeks). The Intensive
Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by
interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences
were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story
telling methods.
Keywords:
정독적 반복 들려주기 ,다독적 한번 들려주기 ,흥미도 ,이야기 구조화 ,
intensive-repetitive reading, extensive reading, interest level, narrative structure
Bibliographer’s note: The language of the stories was not specified; presumably it was Korean.
[Son, Hyangsook] 손향숙
2010 “장편소설에 대한 두려움 없애기 : ‘공간’을 주제로 구성된 수업의 예 = Getting
over Fear of Classic Novels: How to Introduce Extensive Reading into the Curriculum
of English Department,” 영미문학교육 14(1): 83~103.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=08b5ed2876f151afffe0bdc3ef48d419
Rtvd. 2013.02.19
Abstract
Students learn to read by reading, which means increase of input is crucial in developing reading fluency. Many
students in English department feel overwhelmed by classic novels and extensive reading (ER) could be an answer to
this problem. But lack of class time and students’ low reading level make it difficult to introduce ER into the
curriculum. Teachers adopt intensive reading as technically practical. Of course, intensive reading is necessary in
English literature classroom. But intensive reading only could limit quantity and speed of reading, which might result
in Nuttal’s vicious circle. Using children’s and young adult literature as reading material opens a way to introduce ER
into the classroom. The goal of this ER program is to encourage students to read easy material as much as possible
and help them to build skills and confidence to read classic novels. That is, this class is to improve students’ reading
fluency and at the same time lay the foundation for studying English literature proper. To achieve these goals, texts
are organized around the subject ‘space’ and teachers’ role to lead class discussion is emphasized.
Keywords: 다독 ,정독 ,능숙한 읽기 ,공간 ,아동문학 ,청소년문학,
Extensive reading, intensive reading, reading fluency, space, children's literature, young adult literature
Song, Sang-ho
2010 “”Extensive Reading Crucial for English Acquisition”,” The Korea Herald
2010.03.30. http://nwww.koreaherald.com/view.php?ud=201002160035.
Rtvd 2013.02.12
Bibliographer’s note: Shin Kyu-cheol, head of Korea Association of English Reading Education, is
cited as talking about the necessary role of reading in learning English. (A summary list of the advantages
of ER that he gave in the interview can be found at
http://successfulenglish.com/2010/02/korean-professor-says-extensive-reading-is-necessary/.)
Stoakley, Bryan
2012 ” Extensive Reading in the Korean Secondary School System,” Presented on
October 29, 2012 @ Gimpo MoE Office. Video with 57 slides:
http://prezi.com/titpu0iioku-/extensive-reading-in-the-korean-secondary-schoolsystem/.
Prezi transcript on same page. Rtvd: 2012.02.09
+W
Waring, Rob
2008 “Why Extensive Reading Should Be an Indispensable Part of All Language Programs,”
ASK About Seoul KOTESOL 14(1): 1, 10~13.
Bibliographer’s note: This is a general advocacy discussion of ER, with no specific reference to Korea.
Waring, Robert
2009 “Action Research in ER,”
Presentation listed at 2009 International KOTESOL not printed in the Proceedings.
[Won, MyongOck] 원명옥
2007 “초등 영어 어휘의 부수적 습득을 위한 지도 방법 = Techniques for incidental
English vocabulary learning in Korean elementary school,” 영어교육연구 19(1):
201~226.
http://www.riss.kr/link?id=A76462738. Rtvd. 2013.02.19
Abstract
For the last ten years, English vocabulary learning in Korean elementary school has relied on explicit methods of
teaching. However, it is widely known that the size of vocabulary explicit teaching can handle is extremely small and
that most of the vocabulary native speakers of English come to possess are acquired by incidental learning through,
mainly, reading and listening. It would thus be timely and useful to implement various techniques of stimulating
incidental vocabulary learning in English classroom with young learners in Korea. This study aims to review and
propose techniques that can be employed to encourage young learners to acquire English vocabulary incidentally,
beginning with discussing some issues closely related to incidental vocabulary acquisition. The techniques are (a)
extensive reading through borrowing and lending books between peers, (b) reading books with glossary, (c) reading
with dictionary, (e) teachers’ use of content-based English, and (f) others.
Keywords: 부수적 어휘습득 (incidental vocabulary acquisition),어휘처리모형 (lexical processing model), 돌려
읽으며 다독하기 (extensive reading through borrowing and lending books between peers), 내용중심 영어 (contentbased English)
[Woo, Hyeong Shik] 우형식
2008 “한국어 교육에서 열린 읽기 활동의 도입을 위한 기초 연구 = A Preliminary Study
for Introduction of Extensive Reading Activity in Education of Korean as a Foreign
Language,” 우리말연구 22: 185~209.
Bibliographer’s note: This article is about Korean ER.
Keywords: 열린 읽기 ,이해가능한 입력 ,등급화된 자료 ,등급화된 학습자 ,
extensive reading, comprehensible input, leveled materials, leveled reader
[Woo, Hyeong Shik; and Kim Yun-Mi#] 우형식 ; and 김윤미
2011 “한국어 열린 읽기 프로그램의 적용과 평가 = Application and Evaluation of Korean
Extensive Reading Program,” 한어문교육 25: 425~450.
http://www.riss.kr/link?id=A82712325.
Rtvd. 2013.02.20
Bibliographer’s note: This article is about Korean ER. A somewhat detailed table of contents is at the web site.
Keywords: 열린 읽기 ,읽기 활동 ,읽기 자료 ,언어 능력 ,
extensive reading, reading activity, materials, language ability
[Woo, Hyeong Shik; and Su Jeong Kim] #{Check orderS and commas} 우형식; and 김수정
2011 “확장형 읽기 활동을 적용한 한국어 읽기 교육의 효과 연구 = A Study on the
Effects of Extensive Reading Activity in Korean Language Education,”
외국어로서의 한국어교육 36: 159~187.
http://www.riss.kr/link?id=A87025427.
Rtvd. 2013.02.19
Abstract
The purpose of this paper is to explore an extensive reading approach as a way of teaching reading in Korean
language education, and then examine the effects of extensive reading instruction. For this goal, we firstly prepared
the teaching-learning procedure for application of extensive reading, and explored the application of extensive reading
in 28 learners class during 16 weeks. As a result of the study, the experimental (extensive reading) group was more
effective than the control (intensive reading) group in the learners` reading comprehension, vocabulary ability and
reading speed. Secondly, it was found that extensive reading was more effective for learners with low levels regarding
their reading ability. Finally, extensive reading showed positive effects on reading attitude. [Note: This article is
about Korean ER.]
Keywords: 확장형 읽기 ,읽기 능력 ,어휘력 ,시각 어휘, ,읽기 속도, 읽기 태도 ,
extensive reading, reading ability, vocabulary ability, sight vocabulary, reading speed, reading attitude
Woo Juyeon
2013 초등영어 다독프로그램 실행에 대한 연구 [Implementing an extensive reading
program with elementary students in Korea]. M.S. Thesis: Woosong University.
Woodward, Nelson
2012a "Extensive Reading Rock Star"
http://extensivereadingrockstar.blogspot.kr/2012_09_01_archive.html. Rtvd 2013.0908
Bibliographer’s note: This is a documentation of implementing ER at a school in Korea with and linked
additions As of 2013.09.06, only 8 weeks of the projected 20 had been reported.
Woodward, Noel
2012b Syllabus for ER course at a Korean university.
http://extensivereadingrockstar.blogspot.kr/.
Rtvd 2013.02.12
+Y
Yang, Eun-Mi
2010 “A Study on the Effectiveness of Extensive Reading in College English Classes,”
영어어문교육 16(2): 169-188.
http://www.riss.kr/search/detail/DetailView.do?p_mat_type=
1a0202e37d52c72d&control_no=dd649fc0de5cd1e1ffe0bdc3ef48d419#redirect.
Rtvd. 2013.02.18
Abstract
This study aimed to explore the effectiveness of extensive reading approaches in college English classes and suggest a
suitable instructional model. 120 second year students were divided into two groups: Extensive Reading Group (ERG)
and Modified Extensive Reading Group (MERG). To examine the language gain, reading speeds and
grammar/vocabulary abilities were measured with pre- and post-test results. A postquestionnaire was administered to
investigate the students' attitude toward the extensive and modified extensive reading. The interrelatedness among the
students' attitude and reading behavior (reading amount and time) was measured by Pearson correlations. It was found
that the reading in both ERG and MERG positively affected the students' reading speed and grammar/words knowledge
but there was no significant statistical difference in reading speed gains between the two groups, while there was
meaningful difference in the improvement of grammar/words test scores, which was higher in MERG. Overall, both of
the ERG and MERG showed a favorable attitude toward carrying out the required reading assignment; the
questionnaire result indicates that the two groups did not show statistically significant difference in their attitudes
toward reading assignment. On the basis of the findings, an instructional model for implementing extensive reading in
classes was suggested with the data obtained from the results along with pedagogical implications.
Keywords: L2 extensive reading, L2 reading fluency, L2 reading speed, attitude
[Yang, Jung Wan; O[h], Kyung Mi; and Kim, Eun Jeong] 양정완; 오경미; and 김은정
2009 “대학 영어 읽기 교육에 관한 교수의식 연구 = A Study of Teachers` Beliefs about
English Reading on Their Classroom Practices,” 현대영어영문학 53(2): 157~178.
http://www.riss.kr/link?id=A76379459.
Rtvd. 2013.02.19
Keywords: 읽기교육 , 비평적 리터러시 , 비평적 읽기 , 다독 , 교사 발전 프로그램,
Reading instruction, critical Literacy, critical reading, extensive reading, teacher development program
Yoon, Jun-Chae
2002 Effectiveness of Sustained Silent Reading on Reading Attitude and Reading
Comprehension of Fourth-Grade Korean Students. PhD: University of Georgia.
http://athenaeum.libs.uga.edu/handle/10724/6360. URI: http://.handle.net/10.
Rtvd. 2013.02.12
Abstract
The purpose of this study was to reevaluate the effectiveness of SSR on reading
attitude and reading comprehension of fourth-grade Korean students by employing a
multivariate approach. 58 experimental students participated in a daily 15-minute
practice of SSR wherein they were given a fixed period of time to read materials of
their own choosing with the teachers in classroom. 61 control students participated
in a daily 15-minute self-study activity wherein they engaged in any activities such
as writing, social studies, arithmetic, or writing Chinese characters. Three
instruments were used: (a) Korean Version of McKenna and Kear’s Elementary
Reading Attitude Survey, (b) Korean Reading Comprehension Test, and (c) Informal
Daily Reading Log. For data analyses, a multivariate analysis of covariance
(MANCOVA) and a multiple analysis of covariance (ANCOVAs) were performed.
Descriptive statistical procedures were used to analyze participants’ reading logs.
Several conclusions were drawn from this research. First, the SSR activity has a
positive impact on reading attitude. Approximately 9% of the variability in reading
comprehension and reading attitude vector scores was attributed to it. This effect
size is considered as a large effect size, indicating the activity is effective for
increasing students’ reading attitude. Unique characteristics of SSR such as selfselection, role modeling, non-accountability, and print-rich environment appeared to
serve as the mechanism to develop reading attitude. Second, the SSR activity has no
positive impact on reading comprehension. Only 1% of the variability in reading
comprehension and reading attitude vector scores was attributed to it. This effect
size is a very small one, indicating it is not effective for increasing students’ reading
comprehension. Because a positive intention to reading influenced by a positive
reading attitude does not always increase a student’s reading behavior (i.e., exposure
to print) after school, especially when his or her reading behavior should compete
with other options such as sports, computer games, out-of-school extra classes,
social communities, and watching TV. Consequently, even significant change in
reading attitude may not directly produce significant change in reading
comprehension. Finally, on the whole students in the experimental group enjoyed
participating in the daily reading activity with great satisfaction and enthusiasm
throughout the study period.
[Yu, Hui-Seul] 유희슬
1998 중등학교 영문학 작품을 활용한 영어습득의 효율성 연구‘ 영미 언 어 학습자 문학
(language learner literature)’ 을 통한 다독 중심으로. 석사 학위논문, 고려대학교,
secondary school English Literature work utilizing the efficiency of learning research '
Anglo-American literature, language learners (language learner literature) 'Extensive
Reading through the center. Thesis: Korea University. 140 pp.
< http://www.riss.kr/link?id=T8207877 and
http://library.korea.ac.kr/search/detail/CATSAZ000001039933> Rtvd 2013.09.08
[Yun, Mijung Yun] 윤미정
2009 “수업시간에 영소설 읽기 : 고등학교 영어 수업에 대한 새로운 접근 = Novels in
the Classroom: A New Approach to High School English Teaching,” 영미문학교육
13(2): 171~193. http://www.riss.kr/link?id=A77004643. Rtvd. 2013.02.19
Abstract
The aim of high school English education in Korea can be said to be communicative competence, based on the power
to think and explore. Extensive reading, especially young adult literature, can be a powerful approach toward
achieving this goal, but introducing novels into regular high school classes in Korea is not a simple task. This article is
based on my experience of teaching the novels the Midwife's Apprentice, the Witches, and Hatchet, in one of the
science high schools in Seoul, where I was permitted to freely design the English curriculum. The first thing to
consider … [is] selecting the novels and organizing the course schedule. [T]his raises issues such as which novels are
appropriate for Korean high school students, the criteria for the priority in which novels should be read, and what
activities can be implemented for each novel. The second thing is choosing appropriate teaching methods, since the
traditional method of focusing on grammar and translation can dilute th advantages of studying novels, The teacher
should encourage students to read and enjoy novels on their own, then discuss and share their ideas and thoughts
together. The last thing is assessment and evaluation. To be successful, lessons should be closely intertwined with
assessment and also satisfy the students' urgent need to develop their English skills. To determine whether the course
achieved its goal and to upgrade course materials and methods, analyzing student evaluations of the course is critical.
Keywords: 고등학교 영어 수업, 사고력과 탐구 정신, 다독, 청소년 문학, 소설 수업,
high school English teaching, power to think and explore, extensive reading, young adult literature, teaching novels
Surveys of Extensive Reading Research and Literature (not specific to Korea)
fawn13
2006 “Sources for Extensive Reading Passages,” http://blog.naver.com/fawn13/40021964447 .
Rtvd 2013.09.08.
Bibliographer’s note: This is a list of links to online ER resources, with the links’contents annotated to
indicate the reading levels.
Jacobs, George M.; Renandya, Willy A.; and Bamford, Julia
1999 "Annotated Bibliography of Works on Extensive Reading in a Second
Language [Part 1]," Reading in a Foreign Language 12(2): 381~388.
http://nflrc.hawaii.edu/rfl/PastIssues/rfl122jacobs.pdf.
Rtvd. 2013.02.14
Bibliographer’s note: This first part lists authors and dates according to categories (e.g., Learner Autonomy,
Reading Materials, Younger Readers); the full entries and annotations are in the second part, below, in the next
issue (13(1)) of the journal.
Jacobs, George M.; Renandya, Willy A.; and Bamford, Julia
2000 "Annotated Bibliography of Works on Extensive Reading in a Second
Language [Part 2]," Reading in a Foreign Language 13(1): 449~489.
http://nflrc.hawaii.edu/rfl/PastIssues/rfl131jacobs1.pdf,
nflrc.hawaii.edu/rfl/PastIssues/rfl131jacobs2.pdf
Rtvd. 2013.02.15
Bibliographer’s note: The first part (Jacobs et al. 1999) seems to be replicated in toto here, along with the full
entries and annotations.
[Jacobs, G. M. et al.]
2013 Annotated Bibliography of Works on Extensive Reading in a Second Language;
Arranged in Chronological Order. The Extensive Reading Foundation,
http://erfoundation.org/bib/biblioall.php?sortby=date
Bibliographer’s note: Searchable list of items from 1919 through 2013; apparently the same as Jacobs 2000 plus
more recent material, but with no category designations.
Waring, Rob
2000 “ Extensive Reading in Second Languages: A Critique of the Research”
(“For comment only. Do not cite.”) Draft of survey of 28 studies.
http://www.robwaring.org/papers/various/assesser.html
Rtvd. 2013.02.14