Integration of Collaborative Activities in Extensive Reading: A Case Study of Taiwanese Freshman English Classes

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Yu-Chi Wang
Pei-Chia Liao


Extensive Reading (ER) has been viewed as a useful approach in language education to improve L2 students' vocabulary, grammar, and reading comprehension (Beglar, Hunt, & Kite, 2012). Despite the benefits, ER has not been widely implemented in Taiwan due to time constraints and overemphasis on intensive reading activities (Renandya & Jacobs, 2002). Starting from the academic year of 2018, the researchers' institution has implemented an ER program into the Freshman English course. The present study analyzes students’ perspectives on the ER program and collaborative activities in two Taiwanese Freshman English classes. Data resources included student questionnaires, class observations, and interviews with student focus groups. Data indicated that collaborative learning brings a positive impact on students' reading comprehension and motivation to communicate. The students also negotiated meanings with their peers. In addition, the study revealed that some students’ reading motivation and confidence towards reading were enhanced. Implications are also suggested.

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Extensive Reading World Congress Proceedings