Extensive Reading for Year 1 Students of Uzbek State World Languages University: An Unconventional Agenda for the Completion of the Course
Keywords:
Extensive Reading, alternative framework, university student
Abstract
One recommended way to promote interest in foreign language reading is through Extensive Reading. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it proposes an alternative completed framework to implement Extensive Reading with Year 1 EFL university students of Uzbek state world languages. It will specifically cast some light on how to implement supervised (or instructed) Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. It has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. However, the implementation of Extensive Reading has sometimes been criticized for not observing the outlined principles, for instance, in the issues of the absence of pleasure in its undertaking and the inclusion of inappropriate post-reading activities.
References
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10. Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills.ELT Journal, 43(1), 4-13. https://doi.org/10.1093/elt/43.1.4
11. Hany, I. (2007). The impacts of using reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. ERIC Document Reproduction Service NO.ED, 498363.
12. Hapsari, A. S. (2011). The Use of Roundtable Technique to Improve Students' Achievement in Writing Hortatory Exposition Text (A Case of Grade XI Students of SMA N 1 Batang in the Academic Year 2010/2011) Universitas Negeri Semarang].
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14. Hashemi, L., & Thomas, B. (2010). Objective PET Student's Book with Answers with CDROM. Cambridge University Press.
15. Ianos, M. A. (2014). Language attitudes in a multilingual and multicultural context. The case of autochthonous and immigrant students in Catalonia Universitat de Lleida].
16. Lee, S., & Hsu, Y.-y. (2009). Determining the crucial characteristics of extensive reading programs: The impact of extensive reading on EFL writing. The International Journal of Foreign Language Teaching, 5(1), 12-20.
17. Nguyen, D. K., Van, P. T. T., & Nguyet, L. T. A. J. J. o. N. (2011). The effectiveness of activities for teaching EFL writing in a context of Vietnam. 16(1-2), 82-96.
18. Nuttall, C. (1996). Teaching reading skills in a foreign language. Macmillan Heinemann English Language Teaching.
19. Omar, Y. Z. (2019). Teaching Pedagogical Grammar in Context to Enrich English Language Learners' Academic Writing. Online Submission, 2(3), 213-225.
20. Ouafi, A. (2019). The effect of extensive reading on Algerian university students’ writing performance. Lublin Studies in Modern Languages and Literature, 43(3), 113-125.
21. Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70, 287-295. https://doi.org/10.1093/elt/ccv049
22. Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
23. Renandya, W. A., Sundara Rajan, B., & Jacobs, G. M. (1999). Extensive reading with adult learners of English as a second language. RELC Journal, 30(1), 39-60.
24. Richards, J. C., & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics (third ed.). Routledge.
25. Sakurai, N. (2017). The relationship between the amount of extensive reading and the writing performance. The Reading Matrix: An International Online Journal,17(2),142-164.
26. Salehi, H., Asgari, M., & Amini, M. (2015). Impacts of the extensive reading texts on the writing performance of Iranian EFL pre-university students. Asian Journal of Education and E-Learning, 3(4).
27. Tsai, J.-m. (2006). Connecting reading and writing in college EFL courses. The Internet TESL Journal, 12(12).
28. Vu, H. (2020). The Impacts of Extensive Reading on EFL Learners’ Writing Performance and Motivation. Journal of Extensive Reading, 5, 32-40.
29. Weden, A. (1991). Learner Strategies for Learner Autonomy. Prentice Hall.
30. Yamashita, J. (2004). Reading Attitudes in L1 and L2, and Their Influence on L2 Extensive Reading. Reading in a foreign language, 16(1), 1-19.
2. Al-Mansour, N. S., & Al-Shorman, R. e. A. (2014). The effect of an extensive reading program on the writing performance of Saudi EFL university students.
International Journal of Linguistics, 6(2), 258-275.
3. Alkhawaldeh, A. (2011). The effect of EFL reading comprehension on writing
achievement among Jordanian eighth grade students. European journal of scientific research, 66(3), 352-365.
4. Dang, A. T. N. (2019). EFL Student’s Writing Skills: Challenges and Remedies. IOSR Journal of Research & Method in Education, 9(6), 74-84.
5. Day, R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.
6. Day, R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W.-S. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 29(2), 187-191.
7. Garrett, P., Coupland, N., & Williams, A. (2003). Investigating language attitudes: Social meanings of dialect, ethnicity and performance. University of Wales Press.
8. Grabe, W., & Stoller. (2002). Teaching and researching reading. Longman.
9. Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improvereading. Alliance for Excellent Education Washington, DC.
10. Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills.ELT Journal, 43(1), 4-13. https://doi.org/10.1093/elt/43.1.4
11. Hany, I. (2007). The impacts of using reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. ERIC Document Reproduction Service NO.ED, 498363.
12. Hapsari, A. S. (2011). The Use of Roundtable Technique to Improve Students' Achievement in Writing Hortatory Exposition Text (A Case of Grade XI Students of SMA N 1 Batang in the Academic Year 2010/2011) Universitas Negeri Semarang].
13. Harmer, J. (2007). The practice of English language teaching (4 ed.).Longman.
14. Hashemi, L., & Thomas, B. (2010). Objective PET Student's Book with Answers with CDROM. Cambridge University Press.
15. Ianos, M. A. (2014). Language attitudes in a multilingual and multicultural context. The case of autochthonous and immigrant students in Catalonia Universitat de Lleida].
16. Lee, S., & Hsu, Y.-y. (2009). Determining the crucial characteristics of extensive reading programs: The impact of extensive reading on EFL writing. The International Journal of Foreign Language Teaching, 5(1), 12-20.
17. Nguyen, D. K., Van, P. T. T., & Nguyet, L. T. A. J. J. o. N. (2011). The effectiveness of activities for teaching EFL writing in a context of Vietnam. 16(1-2), 82-96.
18. Nuttall, C. (1996). Teaching reading skills in a foreign language. Macmillan Heinemann English Language Teaching.
19. Omar, Y. Z. (2019). Teaching Pedagogical Grammar in Context to Enrich English Language Learners' Academic Writing. Online Submission, 2(3), 213-225.
20. Ouafi, A. (2019). The effect of extensive reading on Algerian university students’ writing performance. Lublin Studies in Modern Languages and Literature, 43(3), 113-125.
21. Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70, 287-295. https://doi.org/10.1093/elt/ccv049
22. Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
23. Renandya, W. A., Sundara Rajan, B., & Jacobs, G. M. (1999). Extensive reading with adult learners of English as a second language. RELC Journal, 30(1), 39-60.
24. Richards, J. C., & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics (third ed.). Routledge.
25. Sakurai, N. (2017). The relationship between the amount of extensive reading and the writing performance. The Reading Matrix: An International Online Journal,17(2),142-164.
26. Salehi, H., Asgari, M., & Amini, M. (2015). Impacts of the extensive reading texts on the writing performance of Iranian EFL pre-university students. Asian Journal of Education and E-Learning, 3(4).
27. Tsai, J.-m. (2006). Connecting reading and writing in college EFL courses. The Internet TESL Journal, 12(12).
28. Vu, H. (2020). The Impacts of Extensive Reading on EFL Learners’ Writing Performance and Motivation. Journal of Extensive Reading, 5, 32-40.
29. Weden, A. (1991). Learner Strategies for Learner Autonomy. Prentice Hall.
30. Yamashita, J. (2004). Reading Attitudes in L1 and L2, and Their Influence on L2 Extensive Reading. Reading in a foreign language, 16(1), 1-19.
Published
2022-08-20
How to Cite
Suvanova, H. D. (2022). Extensive Reading for Year 1 Students of Uzbek State World Languages University: An Unconventional Agenda for the Completion of the Course. Central Asian Journal of Literature, Philosophy and Culture, 3(8), 60-70. Retrieved from https://cajlpc.centralasianstudies.org/index.php/CAJLPC/article/view/492
Section
Articles
