Extensive reading definitions, effectiveness, and issues concerning practice in the EFL classroom

Japanese teacher trainees’ perceptions

Abstract

This study empirically examined Japanese English as a foreign language (EFL) teacher trainees’ perceptions of extensive reading (ER). Thirty-four Japanese undergraduate and graduate students taking EFL teacher training courses at seven universities participated in a questionnaire survey on perceived ER definitions, effects, and challenges. Participants’ questionnaire responses were analyzed both quantitatively and qualitatively. Results revealed that 1) some participants’ ER definitions differed among themselves as well as from those proposed in previous research; 2) while most of the participants agreed with ER effectiveness in developing reading and writing proficiencies, a majority of them did not consider ER as beneficial to developing listening and speaking proficiencies; and 3) the participants had some perceptions of issues concerning ER practice. These findings suggest that the participants may become teachers with some misconceptions of ER and concerns about its practice, illuminating the necessity of future research on ER challenges at the stage of teacher training.