The present study is a practical research about 10-minute extensive reading-the participants read graded readers for their level for ten minutes. The purpose of the study is two fold. One is to investigate if written feedback has effects on affective factors (reading motivation) and cognitive factors (reading speed, reading comprehension and accumulated words read). The other one is to explore the correlation between the two factors. The result of the study is as follows. The recipients of the motivation enhancing involvement improved the relationship with the instructors, developed appreciation for reading, improved the reading speed and increased the total number of words read. They savored reading and increased the amount of reading. On the other hand, they showed no gains in autonomy and competence. They decreased the sense of control over choice of books they wanted to read. The confidence in extensive reading remained intact. The factors behind this deficit might be that feedback was small in number. More comments on post-reading reports should have been given and more feedback should have been given about extensive reading attitude. Ineffectiveness in autonomy and competence support might be the reason why intrinsic motivation did not show significant increase
