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Introducing an Extensive Reading Program: Theory and Practice
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ã®èŠè§£ãæ瀺ãããExtensive Reading (ER) has been introduced at Kobe Shoin for all first year students for the 2016-17 Academic Year. The ER approach is a means of delivering massed second language input at the appropriate level, via graded language texts that are chosen by students. The present paper offers detailed consideration of underpinning theory accompanied by discussion of practical implementation and management issues. The paper firstly situates ER in a detailed theoretical discussion to underpin consideration of the practical, noting the historical origins and growth, and indicates the multiple suggested benefits of ER. Noting the multiple language benefits posited in the available literature, the paper then notes reasons for why this pedagogical approach has not seen wider adoption. The third part of the paper describes the current implementation, via online reading checking software MReader, noting the multiple aspects of putting the new program in place. In the final section of this paper the author, who is the system administrator, briefly notes early challenges that have arisen, offers responses and thoughts for improving the system, and suggests further research areas
Edinburgh Project on Extensive Reading (EPER) Reading Comprehension Tests: Scoring and setting cutoff scores
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The effect of a teacherâs guidance on Japanese University EFL learnersâ voluntary reading outside class
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