jeffrey huffman
About
Jeffrey Huffman is an associate professor at the Graduate School of Nursing Science, St. Luke's International University in Tokyo, where he teaches EFL/ESP courses incorporating a wide range of skills (extensive and intensive reading, vocabulary acquisition, academic listening and writing) and content (nursing, health humanities, and global issues). He also teaches CLIL courses at Waseda University’s School of Political Science and Economics. His research interests include English for nursing purposes, health humanities, international education, EFL reading, extensive reading, and language testing. He has published in Reading in a Foreign Language and International Journal of Medical Education, contributed as an author or editor to a number of healthcare-related English textbooks, is a section editor for the Palgrave Encyclopedia of the Health Humanities, and serves as editor of Nursing English Nexus.Sessions
Extensive Reading ER SIG Forum more
Sun, Jul 10, 14:30-16:00 Asia/Tokyo
The first part of this panel discussion is dedicated to a review of theories of fluency development, including ACT theory, Instance Theory, and Verbal Efficiency Theory, how these theories apply to extensive reading, and the potential limitations of extensive reading where reading fluency development is concerned. The second part focuses on how reading fluency improvement can be encouraged and monitored in the EFL classroom via extensive reading as well as silent and oral fluency training activities. The results of a study comparing the effects of an intensive reading approach and an extensive reading (with added fluency training) approach on various measures of reading fluency will be presented and discussed. In addition, there will be a discussion about how reading fluency can be enhanced when extensive reading is combined with timed reading, repeated oral reading, and chunking activities among L2 English Japanese university learners. The changes in their cognitive processes used for reading, oral reading fluency scores, and L2 reading self-efficacy will also be examined. Qualitative data regarding these reading activities will also be shared.
