Integrating Reading Strategy Liaison Instruction and Extensive Reading

Abstract

This study investigates how the implementation of extensive reading and reading strategy training in a Content and Language Integrated Learning (CLIL) program fostered undergraduate students' reading strategy use. The study utilized an exploratory research design, involving the observations of 60 Japanese students across two classes within a private university in Japan. They were assigned to do a post-reading strategy survey. The results reveal that the two experimental groups, who received reading strategy instruction and engaged in extensive reading, exhibited an increase in top-down reading strategy use. The findings also have implications for CLIL teachers and curriculum designers, as they shed the light on steps to incorporate extensive reading and reading strategies in CLIL programs.