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Description
Extensive reading (ER) is believed by many educators and researchers as an effective means in improving students’ performances. This action research aimed to examine the impacts of ER strategies on EFL students’ English reading and writing abilities. The study involved 35 university students in an English reading and writing class. The research was conducted through 3 cycles in 3 months. The data were collected from a questionnaire, follow-up interviews, students’ diaries and classroom observation. The findings indicated that participants rated ER as beneficial for improving their background knowledge and linguistic knowledge. They were also motivated towards reading in terms of reading frequency and time duration. The test scores of the final test improved significantly, compared to other classes. From the results, many pedagogical implications were put forth for enhancing the quality of English learning and teaching process in EFL context.
