Sessions / Extensive Reading
When purchasing new graded readers for a university library, as well as making a varied collection, it is important to consider whether the books will be “popular” or “highly rated” by the students who use the library. The factors that make a book popular may be different for books that are intended to improve English skills. Therefore, using the lending history of books held by a university library, we analyze the factors that make a book popular and derive the criteria for predicting popularity in graded readers. By using these criteria, we can predict the popularity of the books we plan to purchase and so purchase the graded readers most likely to meet the needs of the library’s users. In this study, we use data extracted from an online system which stores the lending history and evaluations of graded readers in a university library, to identify the most popular graded readers and the factors related to their popularity. On the basis of these factors, we estimate an order of priority by performing statistical analysis in order to determine whether the books which the library is planning to purchase will meet the specific needs of the readers who use the library.
Extensive reading (ER) entails starting with simple books (graded readers) and gradually expanding the range of reading to include progressively more difficult books. In Japan, ER programmes often make use of “Yomiyasusa Level” (YL), which indicates a book’s difficulty performed by the subjectivity of Japanese people who have already done a lot of ER. One of the principles of ER is that learners should use the YL scale to choose books at an appropriate reading level. Even after learners have progressed from graded readers, they will still benefit from being able to choose books on the basis of YL, but relatively few non-graded readers appear in YL databases. The goal of this research is to estimate the YL of general English books to which a YL has not yet been assigned. This will also be useful for determining the YL scores of new graded readers and for checking the validity of previously assigned YL. First, we examine the parameters which contribute to YL using a corpus tool called Coh-Metrix, which quantitatively evaluates the linguistic characteristics of a text. Then, we perform a regression analysis using these parameters and estimate the YL of general English books.
When practiced correctly, Extensive Reading (ER) should enable learners to become more proficient users of a foreign language. The method is only effective, however, if learners read books of an appropriate level, i.e. books which they can enjoy reading without needing to consult a dictionary. Therefore, the Extensive Reading Foundation Placement Test (ERFPT) was developed to measure the reading level of learners. The test employs comprehension questions which have been created by teachers who have volunteered their time to help develop the test. More texts and test items will improve the test; therefore, we propose a system that automatically generates questions and so reduces the burden on those making the test items. The question generation method is based on the way that the test item maker actually creates questions for the ERFPT, in other words through a process of ‘abstraction’. We use a summary created by PEGASAS, which is a transformer model for abstractive text summarization. This presentation will investigate the suitability of this method for generating questions for ERFPT. If successful this method may be used for creation of a variety of comprehension tests beyond ER.
This presentation will chronicle the creation and implementation of short videos designed to encourage students to engage with the extensive reading (ER) platform Xreading more regularly. The context of the current study is a compulsory English course at a private university in Japan, in which students are required to read 60,000 words in Xreading per semester. Teachers often observe that despite undertaking an ER orientation, students do not fully appreciate the benefits of ER, and often leave large amounts of reading until the very end of the semester. Students who do this fail to reap the full rewards of ER and risk receiving a lower grade or failing the course. To encourage students to engage with Xreading more regularly, the researchers created 5 short videos. The videos extol the benefits of ER, suggest ways for students to increase reading enjoyment, and directly encourage students to engage with ER on a frequent and regular basis. This presentation will discuss the impact of the videos on the students’ self-reported engagement levels and their actual reading habits based on an analysis of the Xreading data. Finally, future use of the videos and the direction of future research will be considered.
FInd out about the Oxford Reading Club, a digital library of over 1,000 graded readers that will allow your students to read anywhere, anytime, and help teachers to track the reading progress of their students easily.
Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their students’ reading progress. Since its launch in 2014, the system is being continuously being updated and improved with new features and more books. In this presentation, the founder of Xreading will explain the new features and improvements, and review what is planned for the future. Current users of the system are encouraged to provide feedback and suggestions based on their experience.
ER SIG Forum #2646
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.