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Extensive reading (ER) has been practiced by many schools since the importance of input was recognized for communicative language teaching (CLT). However, it is questionable in what environment ER should be implemented. In this study, I defined ER as Sustained Silent Reading (SSR), and examined its effect on students’ motivation in studying English in a public junior high school context in Japan. Although ER is effective in enhancing intrinsic motivation and self-efficacy (e.g. Day & Bamford, 1998; Takase & Otsuki, 2011), it is not clarified if ER does succeed in doing so in the public junior high school curriculum where learners are under the pressure of entrance examinations for senior high schools and, as a consequence, the teaching of English still more or less depends on the grammar-translation method as a shortcut to satisfactory exam results. This research proves how such a teaching methodology demotivates learners with regard to ER when English is being taught in a way incompatible with ER methodology. For ER to succeed, it is necessary that the methodology of teaching English over the regular course be compatible with that of ER. Using two instructors whose teaching methods are different as exemplars, the research suggests an alternative way to teach English and to modify the tests so as to have ER successfully proceed in the curricula at public junior high schools.
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