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Description
This study investigates the effects of extensive reading on EFL university students’ language proficiency development. An extensive program was integrated in the usual English programs at two universities in Central Vietnam. The participants were twelve groups of students following the programs. Six of these groups were randomly assigned to be the control groups and the other six as the treatment groups. During the experiment, the treatment groups engaged in 100 minutes of extensive reading per week using English materials appropriate for their proficiency level while the control groups followed intensive reading activities. Pre-tests and post-tests were used to measure the participants’ language proficiency. The results indicated that the treatment groups outperformed the control groups on the post-tests. This suggests that engagement in extensive reading facilitates EFL learners’ English proficiency development.
Key words: Extensive reading, language proficiency, language skills, EFL university students
