A Journey Toward the Purist ER Dimension in Course Design

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Andre Alexander Parsons

Abstract

While it can be said that Extensive Reading (ER) has become widespread in English classes in Japan, it seems that ER is seldom given a prominent role in most classrooms. It is either one of many activities in a classroom or assigned as homework. This paper will describe the author’s attempt to answer Shearon’s (2013) call for more focus on extensive reading in ER programs by designing an extensive reading and listening course where primary focus is placed on reading. As part of the course’s ongoing development, an end-of-term survey (n=29) was conducted to receive student impressions of the course. While results show that there are still improvements to be made, overall feedback from students was positive.

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Extensive Reading World Congress Proceedings