Alawi, Sepideh

He, Mu

Kurniawan, Leonardi Lucky

Rivadeniera, Geruel

University of Surabaya Institutional Repository

• • I of4 First Extensive Reading World Congress Extensive Reading World Congress Proceedings http://erfoundation.org/proceedings ISSN 2165-4239 ~''" 1<, •• :,. r,; ~ -... L -::: .;.;. ): -<> " () . .:-1111da\' The Proceeding of the First Extensive Reading World Congress, held in Kyoto, Japan, September 3-6,2011. Published by the Extensive Reading Foundation and the Extensive Reading Special Interest Group ofthe Japan Association for Language Teaching. Index In alphabetical order by first author Approaches to implement]!!_g _ _\~_~ten~l'!e Reading under difficult circumstances: ERWCl s_(;_jl.Q)!!rshjp ~cipkn.t~ Sepideh ALAVI,_fiJLM!I_,_Leonardi Lucky KURINIAWAN, Gerue! RIVADENJERA. Jbe effect of using MoodleReade" on incidental vocabulary acquisition oflranian EFL learners Sepideh ALAVI and Afsaneh KEYVANSHEKOUH The effects of Extensive Reading on the breadth and depth of vocabulary knowledge and reading speec! Faisal A. AL-HOMOUD and Moneera S. ALSALLOUM Not all books are created equal: How to set realistic targets and give grades to learners of different reading levels John BANKIER Implementing the MoodleReader Module Aaron P CAMPBELL Bridging the gap between readers and native speaker literature Matthew CLAFLIN How can I get Extensive Reading into my local library? Background, challenges and possible approaches Matthew CLAFLIN Setting up a hi$ school Extensive Reading class: Common problems and their solutions Marsha CLARK Teachers' impact on students' Extensive Reading behavior Robert CROKER and Junko YAMANAKA 31/10/2013 11:, • •• l4of4 First Extensive Reading World Congress Bridging the gap between Extensive Reading and literature SHIRAKAWA Taikyoku Incidental vocabulary acquisition from pleasure reading Brian P. STRONG and T. J. BOUTORWICK Promoting Extensive Reading through blog-posted book reviews Joseph TOMEI, RichardS. LAVIN and Paul A. BEAUFAIT Teachers' motivation to implement Extensive Reading in class Kyoko UOZUMI and Atsuko TAKASE Investigating Extensive Listening using graded reader COs http://erfoundation.org/proceedi Jean L. WARE, Miyuki YONEZAWA, Yuka KURIHARA and Jeffrey DURAND Doing Extensive Listening and shadowing using graded readers with COs Jean L. WARE Bridging the gap between Extensive Reading and Intensive Reading: English education in Japan YOSHIDA Koji Proofreaders Doreen Ewert John Bankier Chao Meng Huat Joseph Tomei Andrew Archer Thomas Bieri Matthew Claflin Sakae Onoda Greg Rouault Ken Schmidt Rick Lavin Rieko Matsuoka Yu-Hsiu Huang Daniel James David Ruzicka Aaron Campbell Editorial Board Mark Brierley Myles Grogan Peter Hourdequin ThomasRobb Atsuko Takase • • Approaches to Implementing Extensive Reading under Difficult Circumstances: ERWC1 Scholarship Recipients Sepideh ALAVI, HE Mu*, Leonardi Lucky KURINIAWAN**, Geruel RIVADENIERA*** Shiraz University, Iran salavi@rose .shirazu .ac .i r *Hong Kong Polytechnic University, Hong Kong lily.he@connect.polyu.hk ** Polytechnic of Ubaya, Indonesia Jeonardilk3rti'gmail.con1 *** Merlion International School, Surabaya, Indonesia geruel1212ra1ya hoo.com Alavi, 5., He, M., Kuriniawan, L L., & Rivadeniera, G. (2012). Approaches to implementing Extensive Reading under difficult circumstances: ERWC1 scholarship recipients Extensive Reading World Congress Proceedings, 1, 15-18. The EWRC1 scholarship recipients explored implementations of Extensive Reading (ER) in their particular contexts, seeking out points of commonality and sharing their solutions to apply an ER program under adverse conditions . Sepideh Alavi (PhD) is an assistant professor from Shiraz University, Iran. She has been using the MoodleReader to improve the reading habits of her students and involve them in a more "extensive" ER program for about a year. During her talk, she pointed out the challenges she faced when implementing ER through the MoodleReader within a curriculum with a rather traditional predisposition. At Shiraz University, ER is only assigned to English language and literature majors. The program mainly consists of three or four pre-determined graded readers assigned to all students, each to be read in a period of four weeks. After each book is read, a 30-item quiz is administered the score of which comprises 10% of the final score, (the r~maining being allocated to midterm and final intensive reading exams). Such a program does not comply with the rules of real ER, put forward by several scholars; the number of books read during the semester is too small, the time between tests is too long and all students read the same book disregarding their reading level. Using the MoodleReader appeared to be a good alternative to the traditional program and a practical solution for these issues. It was not without its problems though. These problems and how they were tackled were briefly discussed in terms of the four key elements of a language learning situation: context, textbook, teacher and the students. First Extensive Reading World Congress I 15 Context The MoodleReader is a highly computerized program requiring sufficient computer literacy on the part of the instructor and students. It assumes high-performance computers and high-speed internet connectivity, all of which can be difficult to provide in small schools and universities. Nevertheless, it can be used with limited equipment and facilities if small numbers of students are involved. ln addition, using the program is not limited to school hours, so users can access the website through additional resources out of the schooL Textbooks Another pre-requisite for implementing the MoodleReader is a sufficiently large library of graded readers with enough titles for every student and every leveL This could be costly and difficult to assemble, maintain, and accommodate. These problems can be solved by starting with a small collection of books in a single shelf in the teachers' room and asking students to help with the book-keeping and to donate a book they have bought and read, if they can. Approaching publishers and asking them to contribute can sometimes be very helpful too! Teachers and Students To teach ER, teachers should be extensive readers themselves. They also need to be motivated Kyoto 2011 Proceedings I • 

Approaches to implementing Extensive Reading under difficult circumstances: ERWC1 Scholarship Recepients

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