Main Article Content
This study follows the cases of six students identified as extensive reading outliers—learners who read significantly more than their peers at a Japanese university. Following an inquiry into good or successful language learners, the researcher was interested in what insights avid extensive readers could teach, and whether these insights could help develop classroom approaches. In this paper, the process by which ER was implemented in the EFL course for Japanese university students precedes a narrative detailing each student’s story. The analysis revealed some similarities between each of the learners—(1) many were avid readers in their L1, (2) most established personal goals to help reach the class reading targets, and (3) passing the post-reading quizzes appeared to elevate the self-efficacy of the learners. There were, however, more differences than similarities, which led the researcher to advocate a range of strategies for encouraging more reluctant or less motivated EFL readers to read extensively.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).