Effects of Extensive Reading Program using Tales on Attitude and
Motivation in Reading English of Undergraduate Students of
Nakhonpathom Rajabhat University
Waleerath Laoarun
Nakhonpathom Rajabhat University
Thailand
waleerath@hotmail.com
Abstract: Many English teachers at Nakhonpathom Rajabhat University in Thailand are facing a
problem of unmotivated students in learning reading English. The purposes of this study were to
study the results of the intensive and extensive reading program in Nakhonpathom Rajabhat
University that merged various tale books into the program to help the students to change
attitude and motivation. The sample group of this research was the 30 undergraduate students
who enrolled English for Reading Skills for 15 weeks. The students were trained various reading
English strategies in English for reading skills class following the course syllabus as an intensive
reading, at the same time, they were free to choose five books of folktales to practice reading
outside the classes as their extensive reading with doing reading log individually. Pre – project
survey and Post – project survey were used to collect information and compare changing of attitude
and motivation of the students.
From the survey of the researcher, many students of Nakhonpathom Rajabhat University lack
confidence and motivation in reading English by giving many reasons such as English was difficult, English
was hard to understand, English was not important in daily life and lacking knowledge of vocabulary and
grammar. Therefore, most of the students had negative attitude and lost the confidence in reading English. These
impacts directly affected to students on lacking of motivation to learn and do not learn English as it should be.
In general, students learning to read a second language do not read and they do not like reading (Richards, 1998:
4)
Moreover, some of the students who register English for reading skills were very worried and stressed
when they had to study this course. Then they could not express their abilities as well as they should. In an effort
to help the students to change the attitude to feel better with learning reading English and increase their
motivation on reading in English, Extensive reading program was used to help the students at this time.
As Day and Bamford (1998) pointed out that all students must engage in extensive reading if they are
to become skillful and fluent. "Automaticity of 'bottom-up' (word recognition) processes upon which
comprehension depends is a consequence of practice." In addition, Day and Bamford (1998) list characteristics
of successful extensive reading programs, including "Reading is its own reward. There are few or no follow-up
exercises to be completed after reading." They also argue that simplified materials are an appropriate choice for
students whose level of L2 proficiency makes it very difficult to read texts written for native speakers.
From many reasons, extensive reading was one of the best ways of learning English that would not be
the cause of the stressful. It would also help to motivate the students to be more confident and love reading in
English. It also help them to have positive attitude with learning reading in English as the term used by the New
York City Board of Education to set the goal of extensive reading as the development to point of enjoyment of
the ability to read the foreign language and the methodology involved taking care of individual differences and
encouraging the reading habit (Richards, 1998: 4).
Therefore, the purposes of this study were to examine students’ attitudes before and after attend the
extensive English reading program and to examine the effect of using tale in the extensive reading program on
students’ motivation to read English.
Literature Review
Extensive reading can be defined as reading large amounts of text for general comprehension.
Typically, extensive reading is combined with other activities so that reading is only a portion of what the
learner is expected to do (Anderson, 1999)
From previous research has shown that Extensive Reading Programs were profitable and gainful in a
language learning context (e.g., Krashen, 1993; Elley, 1991, Mason and Krashen, 1997). Dupuy, B. (1997)
found that a majority of students (87%) reported that the free reading program had helped them develop their
overall language competence and indicated that it had been most beneficial in expanding their vocabulary and
increasing their reading comprehension. Students (94%) also reported that the free reading program had helped
them become confident readers in French, and 82% of them indicated that they were more likely to read for
pleasure in French after participating in this program.
Moreover, the idea of Professor Sakai in the Start with Simple Stories (SSS) would help to increase the
students’ motivation by constructing the positiveness and self – possession to read English as Takase (2009)
found that the ER format of starting with simple texts and progressing to more difficult texts increases students’
motivation by building their confidence to read in a foreign language (cited in Jones, 2010).
Day and Bamford (2002) provided the top ten principles which were a good guideline for
conceptualizing extensive reading in a teaching and learning process. They are 1) The reading material is easy
2) A variety of reading material on a wide range of topics must be available 3) Learners choose what they want
to read 4) Learners read as much as possible 5) The purpose of reading is usually related to pleasure,
information, and general understanding 6) Reading is its own reward 7) Reading speed is usually faster rather
than slower 8) Reading is individual and silent 9) Teachers orient and guide their students 10) The teacher is a
role model of a reader.
However, extensive reading would not be successful if the students lacked of reading strategies which
were very important, therefore extensive reading outside the classroom should be supplied to the students who
do intensive reading as the same to support each other. Anderson (1999) gave the idea of extensive reading and
intensive reading as that the good readers do more extensive reading than intensive reading. But, what makes the
readers a good reader is that he/ she has developed the strategies and skills through intensive reading that they
are then transferred to extensive reading contexts.
Paran (2003) characterized the type of intensive reading program texts and processes teachers need to
focus on to maximize the familiar three phases of pre –, during, and post – reading with better language
preparation, retention, and activation strategies to improve learning. Extensive alone is not sufficient for
developing reading skills, and a more focus [intensive reading] approach, including explicit instruction, is also
needed: it deals with more detailed comprehension and has an important role in teaching reading strategies.
The Scope of the Study
The sample used for this study were 30 students who were taken from enrolment of English for reading
skills in the second semester in the year of 2011 at Nakhonpathom Rajabhat University. All of them were from
the Early Childhood Education major and they must attend English for reading skills class for three hours a
week for fifteen weeks for Bachelor's degree graduation.
The reason behind using the Early Childhood Education major because all of them had similar extrinsic
motivation to pass the course and to achieve a level of competency in English reading comprehension skills. The
English proficiency level of the students who were the sample of this study were ranged from beginners to
advance English learners as can be seen from the result of studying English for communication that they had to
take course in the first semester before taking the course of English for reading skills in the second semester.
The survey was designed to evaluate the students’ attitudes of reading English using a pre – project
questionnaire and a post – project questionnaire. Both questionnaires were created in English language using
easy words and phrases and the researcher explained each item in Thai language just in case to get the real
feeling from the students because all of them were not from English major.
Texts
The materials used in this study were many tale book styles from three publishing houses which were
Oxford University Press, SE – ED Book, and V – Print Company. The books were provided to the students in
the Self Access Learning Center and there were more than five hundred books that ready graded readers
selection starting from level one – beginner – to level six.
Before the students had chosen the books, they were trained how to select the appropriate books for
themselves and they were expected to start reading from level one – easiest - to level six of reading. However,
some of them could start from level two or level three.
In this study, the students were expected to select five tale books and they needed to follow the
instruction of extensive reading program which were 1) starting reading with the simple text 2) reading without
dictionary and 3) changing books can do at any time if needed.
Reading Logs
Reading logs were used to encourage the students to learning reading English. Each student was asked
to complete the reading log after they finish reading a story and hand in to the teacher at varying intervals,
depending on the length of the text, time spending in reading, and levels of difficulty of the text.
The reading log contained the topics that asked the students to summarize the story and tell the feeling
of reading each time. Therefore, the students needed to complete five times of reading logs individually and
compiled all reading logs from everybody together in one book.
However, reading logs did not have any effects on evaluating the reading ability and learning language
on this study, it just was to support the students to participate with the texts.
Result of the study
Pre – Extensive Reading Survey
The pre – extensive reading survey results from the survey of extensive reading program using tales on
attitude and motivation in reading English found that only 33% of the students liked reading English. In the
same way, 70% of the students showed their opinion that it was a waste of time to read English and more than
80% found that the problems of reading English texts were slowly reading and misunderstood the main idea of
the texts.
However, there are more than 80% felt happy if they could understand the texts and 17% of the tried to
read English texts and found out that English was useful for them in gaining new knowledge.
Moreover, 67% of the students though that practicing reading English would lead them to improve
their English abilities and 17% of them would try to read in English more.
Post – Extensive Reading Survey
The post – extensive reading survey results from the survey of extensive reading program using tales
on attitude and motivation in reading English were produced some remarkable points that because the good
points of reading looking increase a little bit after they finished the program. First of all the number of the
students who liked reading English increased from 33% to 50% and some of them gave the reasons that they
liked tales so this result showed that the tales would support the students reading English.
The number of the students who sometimes try to read English also increased a little bit from 17% to
20% and 23% of them which increased from 17% found that English was very useful to them in the way of
getting the new knowledge.
At the same time, the number of the students who showed their opinions before attend the extensive
reading program that it a waste of time to read English decreased a little bit from 70% to 67%, that means some
of them changed their attitude to the positive point of spending time in reading.
Moreover, 83% increased from 67% was the number of the students who thought practicing reading
English would lead them to improve their English abilities and 33% from 17% agreed to read English more.
However, the result from the points of facing some problems was still constant as the result from the
pre – extensive reading survey, more than 80% of the students still facing with the problems of vocabulary and
main ideas of the texts. Only 17% of them showed that they could understand some words and the general ideas.
Conclusion
The extensive reading program using tale books had the positive effect to the undergraduate students at
Nakhonpathom University on attitude and motivation in reading English. However, they needed more
knowledge about reading strategies, although, they were trained in class as the same time of doing extensive
reading.
Reference
Anderson, N., (1999). Exploring Second Language Reading. Canada: Heinle & Heinle Publishers.
Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21(5),
6-8.
Day, R., Bamford, J., (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language
14, 136 –
141.
Dupuy, B. (1997). Lecture-cadeau, lecture-plaisir: Des Étudiants en FLE et les bénéfices dérivés de la lecture
libre. [Reading as gift, Reading as pleasure: Students of French as a
foreign language and the
benefits derived from free reading] The French Review, 71, 182-191.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language
Learning, 41,
375-411.
Jones, E. (2010). The Use of Comic Book Style Reading Material in an EFL Extensive Reading Program: A
Look at the
change in Attitude and Motivation to read English in a Japanese University.
Language Education in Asia, Volume
1, 228 – 241.
Krashen, S. (1993a). The case for free voluntary reading. Canadian Modern Language Review, 50(1), 72-82.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.
Paran, A. (2003). Intensive Reading. English Teaching Professional, 28, p. 40.
Appendix A
Pre – Project Survey
Put √ if you agree or disagree and you can add some ideas and suggestions if needed
No.
Attitudes and Behaviors in Reading English
1.
I like reading English.
2.
I will feel happy if I can read and understand text in English.
3.
I sometimes read English text.
4.
I think reading English is very useful in gaining new knowledge.
5.
I think spending time to read English is a waste of time.
6.
I have problems in reading which read slowly and don’t get the main
idea of the text.
7.
I will read English if the teacher asks me to do.
8.
I usually try to think and summarize the main idea after I finish
reading English.
9.
I think practicing reading English will help me to improve my English
abilities.
10.
I will try to read English text as much as I can.
agree
disagree
Suggestion
Other Suggestions
____________________________________________________________________________________________________
________________________________________________________________________________________________
Appendix B
Post – Project Survey
Put √ if you agree or disagree and you can add some ideas and suggestions if needed
No.
Attitudes and Behaviors in Reading English
1.
I like reading English.
2.
I will feel happy if I can read and understand text in English.
3.
I usually read English text.
4.
I think reading English is very useful in gaining new knowledge.
5.
I think spending time to read English is a waste of time.
6.
I have problems in reading which read slowly and don’t get the main
idea of the text.
7.
I will read English if the teacher asks me to do.
8.
I usually try to think and summarize the main idea after I finish
reading English.
9.
I think practicing reading English will help me to improve my English
abilities.
10.
I will try to read English text as much as I can.
agree
disagree
Suggestion
Other Suggestions
____________________________________________________________________________________________________
________________________________________________________________________________________________
Appendix C
Pre – Project Survey Result
Put √ if you agree or disagree and you can add some ideas and suggestions if needed
No.
Attitudes and Behaviors in Reading English
agree
disagree
1.
I like reading English.
33%
67%
2.
I will feel happy if I can read and understand text in English.
100%
0%
3.
I sometimes try to read English text.
17%
83%
4.
I think reading English is very useful in gaining new knowledge.
17%
83%
5.
I think spending time to read English is a waste of time.
70%
30%
6.
I have problems in reading which read slowly and don’t get the main
idea of the text.
100%
0%
7.
I will read English if only one reason that the teacher asks me to do.
83%
17%
8.
I usually try to think and summarize the main idea after I finish
reading English.
10%
90%
9.
I think practicing reading English will help me to improve my English
abilities.
67%
33%
10.
I will try to read English text as much as I can.
17%
83%
Suggestion
Other Suggestions
____________________________________________________________________________________________________
________________________________________________________________________________________________
Appendix D
Post – Project Survey Result
Put √ if you agree or disagree and you can add some ideas and suggestions if needed
No.
Attitudes and Behaviors in Reading English
agree
disagree
1.
I like reading English.
50%
50%
2.
I will feel happy if I can read and understand text in English.
30%
0%
3.
I sometimes try to read English text.
20%
80%
4.
I think reading English is very useful in gaining new knowledge.
23%
77%
5.
I think spending time to read English is a waste of time.
33%
67%
6.
I have problems in reading which read slowly and don’t get the main
idea of the text.
83%
17%
Suggestion
I like folktales.
I can understand some
words from reading.
I have some problems
but I could understand.
7.
I will read English if only one reason that the teacher asks me to do.
67%
33%
I sometimes read by
myself.
I will read if the
teacher asks and if I
want.
8.
I usually try to think and summarize the main idea after I finish
reading English.
17%
83%
9.
I think practicing reading English will help me to improve my English
abilities.
83%
17%
10.
I will try to read English text as much as I can.
33%
67%
Other Suggestions
____________________________________________________________________________________________________
________________________________________________________________________________________________