Qualitative and Quantitative Analyses of Long-Term EFL Extensive Reading: Taking into Account the Amount of Words Read
| Project/Area Number |
23520695
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | St.Margaret's Junior College (2012-2013)
Heisei International University (2011) |
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Principal Investigator |
KANDA Minami 立教女学院短期大学, 現代コミュニケーション学科, 教授 (20327125)
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| Co-Investigator(Kenkyū-buntansha) |
NISHIZAWA Hitoshi 豊田工業高等専門学校, 電気・電子システ ム工学科, 教授 (40249800)
MAYUZUMI Michiko 順天堂大学, 医療看護学部, 准教授 (30331391)
TAKASE Atsuko 元・近畿大学, 法学部, 講師 (60454633)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2013: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2012: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2011: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 多読 / extensive reading / リーディング / 英語教育 / グレイディッドリーダー / TOEIC / Extensive Reading |
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| Research Abstract |
The purpose of this study was to evaluate the effects of long-term extensive reading (ER) on EFL learners in higher educational institutions in Japan by taking into account the amount of words read. Both qualitative and quantitative research methods were employed in this study in order to provide a multi-faceted analysis result associated with ER. Through the use of the Silent Sustained Reading method in class, along with the use of easy English books appropriate for the levels of Japanese learners of English, the participants read approximately 100,000 words on average in the first year. By continuing ER for two years, they read more than 200,000 words, and then 400,000 to 1,200,000 words within two to four years. The one-year ER program had positive effects on English comprehension ability, reading speed, and affective aspects. The analyses also revealed that, when learners have read several hundred thousand to one million words of English, their TOEFL scores improved significantly.
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Report
(4 results)
Research Products
(87 results)
