PASAA
Publication Date
2009-01-01
Abstract
Reading comprehensible texts is referred to by Krashen (2005) as representing a bridge to heavier reading such as journal and magazine features or academic texts as it helps provide competency that is crucial to facilitate comprehension. Reading such texts extensively has also been reported repetitively by substantial research, both in ESL and EFL contexts, as contributing to the enhancement of reading ability and, particularly, motivation to continue the reading engagement. This paper reports on findings from an experiment with low-ability Thai undergraduate students and discusses whether the claims made about extensive reading (ER) and its existing knowledge are applicable in the context of a 'low-valued' reading society like Thailand. Theoretical and empirical evidence is presented related to aspects of reading abilities, i.e. reading comprehension, speed, narratives, and motivation. Also provided are the practical implications from the research :findings for optimal benefits, particularly to reading instruction.
DOI
10.58837/CHULA.PASAA.43.1.3
First Page
51
Last Page
66
Recommended Citation
Kirin, Wilairat and Wasanasomsithi, Punchalee
(2009)
"Extensive Reading and its Potential in Assisting Low-ability EFL Learners to Increase their Reading Comprehension and Motivation,"
PASAA: Vol. 43:
Iss.
1, Article 3.
DOI: 10.58837/CHULA.PASAA.43.1.3
Available at:
https://digital.car.chula.ac.th/pasaa/vol43/iss1/3