-
Reflection on
A Case
Study of Extensive Reading with an
Unmotivated L2 Reader
Although
there
have
been
a
large
number
of
experimental
and
quasi-experimental
studies
concerning the effectiveness of extensive reading
both in second language and
foreign
language
learning
and
teaching
(e.g.
Nishino,
T.,
2007;
Takase,
A.,
2007;
Yamashita, J., 2004; Asraf & Ahmad,
2003; Cho & Krashen, 2001; Elley, 1991; Robb
& Susser,
1989;
Elley & Mangubhai, 1981), few of them have
inquired into the details
of
unmotivated readers
’
individual experiences of reading extensively.
Therefore, in
this
study,
the
researcher
adopts
extensive
reading
as
the
object
of
study
and
an
unmotivated adult learner, who was a 28
Korean female named Liza, as the research
subject.
The
research
purpose
is
to
see
if
extensive
reading
can
reduce
the
anxiety
level and meanwhile
increase the motivation level of unmotivated
learners, and what
are
the
contributing
factors.
In
the
experiment,
the
research
subject,
Liza,
chose
reading materials by herself in a city
library near her workplace with the researcher
available to offer help. Altogether 24
reading sessions (three per week for 8 weeks)
were arranged. During each session,
Liza was encouraged to read approximately 30
minutes and an average of 1286 words
each time. The reading can be done anywhere
and anytime when Liza was free, while
the researcher sat aside reading his own book,
observing the reading or offering help
on the content of the book, difficult words and
phrases, or grammar rules. Besides
observations, three interviews and questionnaires
were
conducted
in
the
1
st
,
12
th
,
and
24
th
reading
sessions.
Then
the
results
were
collected and analyzed.
The results showed that extensive reading lowered
the anxiety
yet
increased
the
motivation
level
of
the
research
subject.
Two
shared
contributing
factors for
anxiety reduction and motivational enhancement
were comfort or ease, and
enjoyment,
while the unique contributing factors were
confidence for the former and
convenience
or
accessibility,
satisfaction
and
usefulness
for
the
latter
accordingly.
Pedagogical
implications for teaching unmotivated learners as
well as the limitations
and suggestions
for future research were discussed.
Two major concepts
of this study are
extensive
reading and motivation
which
have
been frequently
addressed by many scholars. According to Grabe
(2009), motivation
can be further
divided into intrinsic and extrinsic motivation.
Intrinsic motivation was
defined
by
Grabe
(2009)
as
“
the
desire
to
do
things
for
their
own
sake
”
,
which
is
influenced
by
competence
(the
ability
to
act
successfully),
autonomy
(a
sense
of
control over actions) and relatedness
(connections to supportive groups)(p.179). In the
introduction part of their book
Extensive Reading Activities for
Teaching Language,
Day and
Bamford (2004) defined extensive reading as:
“
an approach to language
teaching in which learners read a lot of easy
material
in the new language. They chose their
own reading material and read it
independently
of the teacher. They read for general, overall
meaning, and they
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read for information and
enjoyment
”
(p.1).
Based
on
these
definitions,
the
“
easy
”
materials
for
information
or
enjoyment
of
extensive reading guarantees the
competence aspect of motivation; choosing reading
materials
by
readers
themselves
and
reading
it
independently
in
extensive
reading
guarantees
the
autonomy
aspect
of
motivation;
teachers
or
peers
available
aside
in
extensive
reading
guarantees
the
relatedness
aspect
of
motivation.
Therefore,
theoretically extensive reading could
enhance readers
’
motivation.
On the other hand,
the
positive
correlation
between
extensive
reading
and
motivation
has
been
extensively
investigated
in
studies.
Robb
and
Susser
(1989)
examined
Japanese
university
students
’
reading
motivation
and
found
that
extensive
reading,
compared
with
tradition
skill
approach,
could
generate
more
increase
in
motivation.
Nishino
(2007) studied 2 Japanese middle school
students
’
reading strategies
and motivation
changes in reading
extensively and found the two students became more
motivated as
they
read
more
fluently.
Takase
(2007)
investigated
the
factors
of
motivation
for
Japanese high school students to read
extensively and put forward the 2 most major
factors were
students
’
intrinsic
motivation for their first language reading and
second
language
reading.
Burgh-Hirabe
and
Feryok
(2013)
examined
9
Japanese
foreign
language
learners
’
motivation for
extensive reading which was found to be a complex
and
dynamic
changing
process.
By
investigating
the
changes
of
reading
motivation
and
reading
anxiety
of
an
unmotivated
adult
foreign
language
learner
and
its
corresponding
contributing
factors,
this
study
further
contributed
and
supported
the
benefits of extensive reading.
When reading this paper, it
seems that I can see the changes and improvements
made
by Liza, since the things happened
to her is just like what I am experiencing now in
NIE. Before I came to Singapore, it has
been several
years that I have not read
any
books
except
my
teaching
materials
either
for
enjoyment
or
for
study.
After
graduation, I have been so busy with
work and family that I even do not have time for
myself, not mention reading books.
Then, I chose to come to Singapore to give myself
the
“
last
”
chance to pursue the thing that
I like which is also my career
--- English
teaching. The
teachers here assigned us required or
supplementary readings in relation
to
every aspect of our teaching. When I went to the
library to collect the readings, I
was
overwhelmed and gap at the thick sheaf of papers,
lost for words and shaking my
head for
disbelief.
I was struggling through the
language to
get the meaning during
the
first
several
weeks.
Sometimes,
when
I
encountered
a
reading
that
is
written
in
simpler language, I felt so pleased and
finished it quickly. However, when the reading
is
too
abstract
and
sophisticated
such
as
universal
grammar,
cognitive
or
psychological linguistic
theories, I felt much more anxious and tense and
occasionally
even
quit
several
times
before
I
could
finish
it.
When
I
encountered
this
type
of
reading
again,
I
would
be
reluctant
to
read
it
in
time
and
when
I
started
to
read,
I
would
be
satisfied
with
stumbling
through
it
without
too
much
careful
reading.
Although
the
readings
are
not
all
enjoyable
but
definitely
all
quite
useful
for
us,
I
struggled
to
read
more
and
more.
Then,
amazing
things
happened.
Just
like
what
happened to Liza, as I read more, I
talked more and I am talking more confidently. As
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