Extensive Reading with Adult Learners of English as a Second Language
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| Title: | Extensive Reading with Adult Learners of English as a Second Language |
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| Language: | English |
| Authors: | Renandya, Willy A., Rajan, B. R. Sundara, Jacobs, George M. |
| Source: | Online Submission. 1999. |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | English (Second Language), Second Language Learning, Vietnamese, Government Employees, Second Language Instruction, Correlation, Scores, Achievement Gains, Adult Students, Language Proficiency, Regression (Statistics), Predictor Variables, Reading Processes, Foreign Countries, Statistical Analysis, Questionnaires, Language Tests, Measures (Individuals), Student Attitudes, Teaching Methods |
| Geographic Terms: | Singapore |
| Abstract: | This paper reports on a study of the impact of extensive reading (ER) on the language proficiency of a group of Vietnamese government officials studying English. Two questions were of interest. First, we wanted to examine if ER could be successfully implemented with adult second language learners beyond traditional student age. Secondly, we were interested in the relationship between learning gain and a set of ER variables, such as amount of ER materials read, the extent to which this material was perceived to be a useful and enjoyable activity. The results indicated that older adult second language learners could indeed benefit from a carefully planned and systematically implemented ER program. Further, a regression analysis showed that amount of ER was the only significant predictor of participants' gain scores. (This article was published in "RELC Journal," v30, n1 p39-61 Jun 1999) |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2017 |
| Accession Number: | ED574029 |
| Database: | ERIC |
| Abstract: | This paper reports on a study of the impact of extensive reading (ER) on the language proficiency of a group of Vietnamese government officials studying English. Two questions were of interest. First, we wanted to examine if ER could be successfully implemented with adult second language learners beyond traditional student age. Secondly, we were interested in the relationship between learning gain and a set of ER variables, such as amount of ER materials read, the extent to which this material was perceived to be a useful and enjoyable activity. The results indicated that older adult second language learners could indeed benefit from a carefully planned and systematically implemented ER program. Further, a regression analysis showed that amount of ER was the only significant predictor of participants' gain scores. (This article was published in "RELC Journal," v30, n1 p39-61 Jun 1999) |
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