Vol. 4 (2018): Extensive Reading World Congress Proceedings

Extensive Reading World Congress Proceedings

• From the Editors

  i

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• How Does Extensive Reading Help Japanese EFL Learners to Develop Grammatical Knowledge and Reading Fluency?

  1-11

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• The Power of p-books in Extensive Reading in Japanese

  12-22

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• Are Individual Attention and Modeling More Effective than Whipping?: Longitudinal Case Study of Engagement Patterns and Motivating Factors for University Students’ Extensive Reading

  23-32

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• Factors Affecting Gains on the TOEIC Bridge Test : A Case Study

  33-40

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• Mixed Media Discoveries upon integrating paper-based and screen-based Supplementary Extensive Reading (SER) programs in Reading and non-Reading courses

  41-54

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• Program Features to Nudge Students to Read More

  55-63

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• The Benefits of Extensive Reading for EFL Vietnamese Learners

  64-72

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• Effective strategies to get students hooked on reading

  73-78

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• 海外高等教育機関における日本語多読に対する意識 －ベオグラード大学での質問紙調査を基に－

  79-92

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• L2 Japanese Reading Fluency and Motivation Enhancement: Effects of Speed Reading and Extensive Reading

  93-103

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• The Power of Live Delivery: Reading Empowered by Orature or Audio?

  104-113

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• Possible Effects of Sustained Silent Reading in an EFL context: Learner Perceptions

  114-126

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• Extensive Reading: A Pilot Project to Change Students’ Perception on Reading

  127-130

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• A Journey Toward the Purist ER Dimension in Course Design

  131-138

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• How to Practice Extensive Reading in the College Classroom

  139-144

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• Encouraging L2 Science Majors to Talk Using L1 Readers

  145-154

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• Sticky Situations and Becoming a Graded Reader Author

  155-161

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• Creative and Meaningful Classroom Activities to Foster a Reading Community

  162-170

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• The Effect of Extensive Reading Teaching Methodology on English Learners’ Motivation at Public Junior High Schools in Japan

  171-181

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• Starting a University-Wide English Extensive Reading Program Working together

  182-188

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• Strategically Building Reading Fluency: Three Strands of New Listening-Reading Research

  189-197

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• Students’ Exchange of Extensive Reading Programs in Japan and Vietnam

  198-208

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• Japanese Extensive Reading Courses at a U.S. University: Meaning-focused Input and Output Facilitated by a Japanese Instructor-Librarian Team

  209-218

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• Teacher Modeling to Motivate Extensive Reading Students in an EFL Context

  219-227

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• Read More Project: Reading Ability and Motivation Issues

  228-235

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• Effects of Extensive Reading on Ethiopian EFL Students’ Reading Comprehension and Perceptions

  236-244

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• Reading to Learn or Teaching to Read: the Roles of Learners and Teachers in an Extensive Reading Programme

  245-252

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• Two Steps Forward - One Step Back Exploring Attitudes towards Reading

  253-265

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• Can she still read? How some people living with dementia responded to the reading experience.

  266-275

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• The Influence of Bibliographies and Book Displays on Motivation for Extensive Reading

  276-284

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• Learner Reflections on Extensive Reading Materials

  285-293

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• Researching Extensive Reading and an Online Library

  294-302

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• The Arabic Reading Challenge Initiative’s Impact on Young Learners in Bahrain a Case study

  303-311

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