Extensive Reading and TOEFL ITP Scores
Abstract
The TOEFL ITP results and extensive reading (ER) progress of two cohorts of first year university students in Japan (n = 400) were examined to look for if and how ER contributes to score improvements on the test. The study tracked student ER behavior over 27 weeks—reading volume, time spent reading, amount of listening while reading, reading rate, and book level—and compared them to TOEFL ITP scores on an April pretest and December post-test. Results showed that reading volume and reading time had a small but statistically-significant effect, while reading rate and book level did not. Listening while reading showed a small, statistically-significant effect, but the nature of the data did not allow that to be stated with confidence. Implications for curriculum design are discussed.
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