Main Article Content
Extensive reading (ER) plays a prominent role in EFL classrooms as it provides learners with English input in various contexts. This study has two aims: to investigate how the development of grammatical knowledge is related to the development of reading rates and to ascertain the reading behaviors of learners who developed grammatical knowledge and fluency and of those who did not. A total of 431 Japanese university students participated in the study: 247 in ER classes and 184 in the control group, where textbook-focused teaching was implemented. A latent profile analysis was conducted to find latent classes of related cases (individuals) from multivariate data. Three classes emerged, and they were named Classes 1 to 3. The results showed the grammar gain scores and reading rate gain scores were almost positive across all three classes. A detailed analysis of the reading behaviors of different class members showed similar reading patterns.
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).