Summary 2



Iwahori Yurika (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, April 2008, Volume 20, No. 1, 1539-0578

In "Developing reading fluency: A study of extensive reading in EFL" researched performed by Yurika Iwahori (2008), claimed that extensive reading (ER) is the best way to help students to increase their language proficiency. The writer also explains that there were previous studies which have been conducted regarding the use of ER as an effective way to assist the students' English development either English as a Foreign Language or English as a Second Language. The aims of this research studies are to find the effectiveness of ER on reading rate of high school students in Japan. This researched study was conducted for 7 weeks. There were 33 students from 2nd year of high school. They are age between 16 - 17 years old, 19 female and 14 male students. The students were provided with graded readers (107 books) as homework for 7 weeks. Furthermore, students were supplied with 30 comic books, in total 137 books as their reading materials. In the study, the researcher chose the 1-minute reading probe to measure rate. To measure the reading rate, the students read the same texts for both the pretest and posttest and it should be at the students' grade level. The readability of a text is measured based on factors such as the number of words in the sentences and the number of letters or syllables per word. To measure general language proficiency, the students took the C-test. The cloze test is made from one text and can bias results for those who already know the subject matter of the text. The readability of the texts was set at a level that students were expected to attain at the end of the study. The procedure of the test are as follows: before the tests and questionnaire students read a consent form, following the tests students filled out a questionnaire concerning their gender, age, past experience of English education, living abroad, and English level based on results from the STEP Test. Students were asked to write a book report including the title of the book and a very brief comment about their reading. Then, the researcher interviewed all the students after school in the middle of the study period so that their progress could be checked and advice given. In this study, there were two dependent variables (reading rates and C-test) and one independent variable (a 7-week ER treatment). To compare means of each test within the group, a paired t test was used. On the contrary, there are some limitations in this study: first, there was no control group; second, it is difficult to measure different kinds of proficiency; third, they had the ability to decode faster at the end of the study period; fourth, there is a possible practice effect on the result of posttests and lastly, there is a limitation in the context of the population, which included only Japanese high school students whose English proficiency was at a beginning level. The writer conclusion is that after 7 weeks of ER treatment, the students showed tremendous improvement in their reading rate.

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