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This study aimed to investigate the effects of extensive reading on reading comprehension and perceptions toward extensive reading programme. Thus, 90 eighth graders were selected from two intact classes, and they were assigned as an experimental and a control group. The experimental group was exposed to extensive reading for 12 weeks, while the control group was not. The data were collected using reading comprehension tests and a perception questionnaire. To analyze the data, independent and paired sample t-tests and descriptive statistics were used. The results revealed that the experimental group scored better than the control group in comprehension posttest, although the result was not statistically significant. The findings also showed that the extensive reading group perceptions toward the extensive reading programme were positive. These results therefore suggested that extensive reading seems to be one of the most effective and feasible approaches for input-poor EFL settings.
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