Why Isn’t ER More Popular in High School?

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Atsuko Takase, Kinki University; Kyoko Uozumi, Kobe International University


The purpose of this study is to investigate high school English teachers’ attitudes and motivation toward extensive reading (ER) in terms of the following three aspects: 1) differences between practitioners and nonpractitioners; 2) differences in attitudes toward ER between the teachers participating in this study and their counterparts from five years ago; and 3) differences of nonpractitioners’ expected problems between high school teachers and university teachers. A survey administered to 38 high school teachers (17 practitioners and 21 nonpractitioners) revealed that 1) there are obvious differences in attitudes toward ER between the two groups: practitioners and nonpractitioners; 2) despite the improvement of budget and support from the administrators, nonpractitioners’ concern about the teachers’ different role and time-consuming work has increased; and 3) high school teachers have more constraints than university teachers in terms of budget and curriculum which could make it more difficult to implement ER in their classes.