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This qualitative study aims to explore the possible perceived effects of a short-term sustained silent reading program (SSR) implemented in a university setting. The participants were 42 university students in the Turkish EFL context, and the SSR program was conducted over a four-week period as a part of an undergraduate freshman course. Data came from qualitative instruments and the analysis of the results illustrated the perceived advantages as well as disadvantages associated with the SSR practice. The results of the reflections that the participants wrote before, during, and after the treatment, as well as focus group interviews demonstrated that the SSR treatment had several positive effects as stated by the participants. The participants noted they not only improved their attitudes towards reading in English but they were also motivated to read more. The advantages and disadvantages of implementing a sustained silent program are also discussed in light of the findings.
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