1
Motivating Teachers to Implement Extensive Reading in Class
20th BETA-IATEFL
Annual International Conference
2011.4.29-5.1
Atsuko Takase (Kinki University)
Kyoko Uozumi (Kobe International University)
2
The Purpose of the Current Study
To investigate differences in motivation and attitudes toward English teaching between Extensive Reading (ER) practitioners (P) and non-practitioners (NP)
3
What is Extensive Reading?
* Extensive Reading means reading in quantity … to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading (Longman Dictionary of Language Teaching and Applied
Linguistics, 1992)
* Extensive Reading is an approach to language teaching in which learners read a lot of easy materials …
( Bamford and Day, 2004).
* Reading 1 million words and beyond (Sakai, 2002)
*Learn to read by reading (Smith, 1985)
4
Implementation of Extensive Reading
To have ample input
To acquire automaticity
To develop reading fluency
To motivate students to read English
To experience joy of reading
To acquire reading habit
6
Differences between Traditional Approaches to Reading and ER
Traditional approach
(Grammar-translation)
Extensive Reading
Choice of textbooks By teachers By learners
Amount of reading Limited Substantial
Comprehension of
the content
Partial, fractional Complete
English in text Complex Relatively simple
Speed of reading Slow Fast (wpm ≒100 or more)
Manner of
comprehension
Via translation As it is (without translation)
Takase(2010, p.24 modified)
7
Study Questions
What are the differences in motivation and attitudes toward extensive reading between ER practitioners and non-practitioners?
Is there any change in teachers’ attitudes toward ER as it is getting more popular?
8
Data collected (2010-2011)
JACET (November 2010)
Seminar at Toyota (December 2010)
ER Seminar in Tokyo (December 2010)
JERA Seminar in Osaka (February 2011)
ERJ of JALT in Okayama (February 2011)
From part-time lecturers at Kansai
University & Kobe International University
9
Respondents’ Affiliation (2010)
10
Practitioners (2010)
Experience of ER in class In-class or outside class?
11
Not happy with content in English class (2010)
12
What motivated you to start an ER
programme? (2010)
1. To improve classes for Ss
2. Influences from books or seminars
3. Out of Ts’ own experiences of ER
4. Recommendation from Ss’
parents or colleagues
5. To motivate Ss
13
What do you think is the most important in
teaching a foreign language? (2010)
1. To provide Ss with chances to use it a lot
2. To get Ss interested
3. To teach Ss how to use it practically
4. To establish mutual trust between Ts and Ss
5. To be patient with Ss’ progress
6. To teach precise basics
7. To use the latest information or approach in teaching
8. To teach efficiently
14
What do you think teachers should avoid in
teaching a foreign language? (2010)
1. Having negative attitudes toward
students
2. Lack of preparation for class or
knowledge of the latest information
on teaching
3. Putting too much emphasis on one
aspect of the language
4. Teacher-centred class
5. Demanding too much from students
(accuracy, memorization, high
proficiency etc)
15
Questions on Reading
It is important to read:
1. with understanding of grammar.
2. while precisely translating into Japanese.
3. fast.
4. in a great amount.
5. while looking up unknown words in a
dictionary.
6. for pleasure.
7. the designated textbook in class.
16
What is important in reading
17
Positive Effects of ER Programmes
(Practitioners, 2010)
1. Students enjoyed reading.
2. Students became confident
in English.
3. Students’ English proficiency
has improved.
18
Positive Effects of ER Programmes (%)
(P & NP, 2010)
Items 2010 P 2010 NP
Ss enjoyed reading. 80 49.1
Ss became confident in English. 47.3 52.7
Ss’ English proficiency has improved. 38.2 72.7
It became easier to teach Ss of different levels. 36.4 40
T has read a lot of books. 32.7 16.4
Communication btw T & Ss has been promoted. 25.5 9.1
19
Positive Effects of ER Programmes
(P vs. NP, 2010)
1. Ss enjoy reading.
2. Ss’ English proficiency improves.
3. T reads a lot of books.
4. Communication between T & Ss increases.
5. Positive effects on other skills (listening, speaking or writing) are expected.
20
Problems in ER Programmes
(Practitioners, 2010)
1. Little budget is provided for ER
materials.
2. It is time-consuming work
(book management included).
3. There are reluctant students
in class.
21
Problems in ER programmes (%)
(P & NP, 2010)
Items 2010 P 2010 NP
Little budget for ER materials 40 54.5
Time-consuming work 32.7 36.4
Some reluctant students 30.9 29.1
Not sure of how to evaluate Ss 27.3 43.6
No support from colleagues 25.5 18.2
Not sure of how to practice ER in class 10.9 47.3
Limited class time in the curriculum 5.5 20
22
Problems in ER Programmes
(P vs. NP, 2010)
1. Not sure of how to practice
ER in class
2. Not sure of how to evaluate
Ss’ progress
3. Limited class time in the
curriculum
4. Few Ss to continue ER
5. Little progress in Ss’
proficiency
23
Study Question 2
Is there any change in teachers’ attitudes toward ER as it is getting more popular?
24
Comparison of ER practitioners
between 2006, 2008 & 2010
P NP Total
2006 58 40 98
2008 41 --- 41
2010 55 55 110
25
Positive Effects of ER Programmes
(2006, 2008 & 2010)
1. Students enjoyed reading.
2. Students became confident
in English.
3. Students’ English proficiency
has improved.
26
Positive Effects of ER Programmes (%)
(2006, 2008 & 2010)
Items 2006 P 2008 P 2010 P
Ss enjoyed reading. 72.4 70.7 80
Ss became confident in English. 12.1 53.7 47.3
Ss’ English proficiency has improved. 56.9 48.8 38.2
T has read a lot of books. ----- 48.4 32.7
Communication between T & Ss has been
promoted. 36.2 43.9 25.5
T’s English proficiency has improved. ---- 34.1 14.5
27
Problems in ER Programmes
(2006, 2008 & 2010)
1. Little budget is provided for
ER materials.
2. It is time-consuming work
(book management included).
3. There are reluctant students
in class.
28
Problems in ER Programmes (%)
(2006, 2008 & 2010)
Items
2006 P 2008 P 2010 P
Little budget for ER materials 48.3 46.3 40
Time-consuming work 29.3 46.3 32.7
Some reluctant students 37.9 36.6 30.9
No support from colleagues 22.4 19.5 25.5
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Little progress in Ss’ proficiency 10.3 7.3 9.1
29
Expected Problems in ER Programems (%)
(2006 & 2010)
Items 2006 NP 2010 NP
Little budget for ER materials 45.7 54.5
Difficulty of the different role of the teacher 10.9 47.3
Time-consuming work 15.2 36.4
Limited class time in the curriculum 37 20
Some reluctant students 0 29.1
No support from colleagues 15.2 18.2
Little progress in Ss’ proficiency 0 0
30
Conclusions
ER practitioners
- have positive attitudes toward student-centered
classes.
- put great emphasis on the relationship with
students.
- are motivated to implement ER affected by Ss’ joy
of reading.
Non-practitioners
- are more content with the conventional approaches.
- expect ER to improve Ss’ proficiency more than
practitioners do.
31
Implications
While practitioners have felt similar effects on Ss by implementation of ER, non-practitioners’ inflated expectation for
the last 5 years has become apparent.
→ Teacher training is necessary for
a successful ER programme.
32
References Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge
University Press.
Furukawas, A. (2010). [Eigo tadoku hou]. How to read English extensively. Shgakukan.
Henry, Jeanne (1995). IF Not Now. Developmental Readers in the College Classroom, Boynton/Cook Heinemman.
Krashen, S. D. (1993). The Power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
Macalister, J. (2008a). Implementing extensive reading in a EAP programme. ELT Journal 62(3): 248-256.
Nishizawa, H., Yoshioka, T., & Fukada, M. (2010). The impact of a 4-year extensive reading program. JALT2009
conference Proceedings, 632-640.
Pilgreen, J. L. (2000). The SSR Handbook. Boynton/Cook Heinemann.
Takase, A. (2006). Teachers motivated by students' Extensive Reading: A case study of teachers’ motivation to
start reading English books. JALT 2005 Conference Proceedings. Tokyo: JALT
Takase, A. (2007). Extensive Reading in the Japanese high school setting. The Language Teacher, 31(5). 7-10.
Takase, A. (2008). Two Most Critical Tips for a Successful Extensive Reading. Kinki University English Journal. 1.
119-136. The Kinki University English Society.
Takase, A. (2010). [Eigo tadoku tacho shido manual] Teaching Manual for Extensive Reading and Listening.
Taishukan.
Takase, A. & Uozumi, K. (2009). What Motivates Teachers to Implement ER in Class. Paper presented at the
JERA Conference in Toyota.
Takase, A & Uozumi, K. (in print). What Motivates Teachers to Continue Extensive Reading Programs in
Class. ERJ
33
The First Extensive Reading World Congress
“Extensive Reading: The Magic Carpet to Language Learning”
3-6 September 2011 @ the campus of Kyoto Sangyo University
http:erfoundation.org/erwc1/
3 September (Sat): JERA Workshop & ERF Pre-conference Workshops
4 September (Sun): Congress concurrent sessions – Day 1
5 September (Mon): Congress concurrent sessions – Day 2
6 September (Tue): Post-conference Workshops