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Learning a Language through Reading: A Meta-Analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning

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Title: Learning a Language through Reading: A Meta-Analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning
Language: English
Authors: Nina L. Sangers (ORCID 0000-0002-6153-3957), Lisa van der Sande, Camille Welie, Marjolein Dobber, Roel van Steensel
Source: Educational Psychology Review. 2025 37(4).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 43
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Literature Reviews, Reading Habits, Second Language Learning, English (Second Language), Independent Reading, Language Skills
DOI: 10.1007/s10648-025-10068-6
ISSN: 1040-726X
1573-336X
Abstract: Research on extensive reading (ER) has quite consistently highlighted its impact on second/foreign language learning. However, it remains unclear what the exact components of ER are that make it profitable. In practice, there appears to be variation in the application of key elements of ER, and programs vary in the kinds of additions they make to these elements. The aim of this meta-analysis was to assess the impact of ER on second/foreign language learning and to examine which key elements and additions to ER contribute to its success. The effects of ER proved to be positive across all included language domains (reading comprehension, vocabulary, decoding/fluency, motivation, writing, oral proficiency, general language proficiency) and target populations, with effect sizes ranging from small to medium. Variability in effect sizes was affected by two intervention characteristics: when learners' text choice was limited and when some form of accountability was included, effects were larger than when these elements were absent. Additionally, effect sizes were larger when the members of a sample had different first languages. This meta-analysis supports the assumption that encouraging second/foreign language learners to engage in sustained, independent, and self-selected reading promotes a range of second/foreign language skills. Since ER seems to be underutilized as an educational approach in second/foreign language teaching, our outcomes can be taken as a stimulus to promote its use. At the same time, further research is needed, both in the context of second language learning and in younger populations.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488706
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nina+L%2E+Sangers%22">Nina L. Sangers</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6153-3957">0000-0002-6153-3957</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+van+der+Sande%22">Lisa van der Sande</searchLink><br /><searchLink fieldCode="AR" term="%22Camille+Welie%22">Camille Welie</searchLink><br /><searchLink fieldCode="AR" term="%22Marjolein+Dobber%22">Marjolein Dobber</searchLink><br /><searchLink fieldCode="AR" term="%22Roel+van+Steensel%22">Roel van Steensel</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Research on extensive reading (ER) has quite consistently highlighted its impact on second/foreign language learning. However, it remains unclear what the exact components of ER are that make it profitable. In practice, there appears to be variation in the application of key elements of ER, and programs vary in the kinds of additions they make to these elements. The aim of this meta-analysis was to assess the impact of ER on second/foreign language learning and to examine which key elements and additions to ER contribute to its success. The effects of ER proved to be positive across all included language domains (reading comprehension, vocabulary, decoding/fluency, motivation, writing, oral proficiency, general language proficiency) and target populations, with effect sizes ranging from small to medium. Variability in effect sizes was affected by two intervention characteristics: when learners' text choice was limited and when some form of accountability was included, effects were larger than when these elements were absent. Additionally, effect sizes were larger when the members of a sample had different first languages. This meta-analysis supports the assumption that encouraging second/foreign language learners to engage in sustained, independent, and self-selected reading promotes a range of second/foreign language skills. Since ER seems to be underutilized as an educational approach in second/foreign language teaching, our outcomes can be taken as a stimulus to promote its use. At the same time, further research is needed, both in the context of second language learning and in younger populations.
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