Main Article Content
This paper presents a summary and analysis of qualitative data on learner preferences in extensive reading materials. The study used data collected during one academic year from three convenience samples (intact classes) totaling 94 students, of which 87 both responded and agreed to allow the researcher-instructor to use responses for research. The learners were all first-year students in majors other than English in a required English Reading course at a private university in Japan. The learners were required to choose extensive reading materials, read, and describe them every week, and to complete five guided reflections over two semesters as part of the reading course. The data presented is from the responses to several questions related to how the learners chose readers, the types of books they liked to read, and what made for good or interesting books. Results support the principles of providing variety, choice, and easy materials for extensive reading.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).