Email this article EVALUATING THE EFFICACY OF CONTROLLED EXTENSIVE READING TASKS ON ESL LEARNING OUTCOMES
Abstract
This study sought to establish whether students who are exposed to Controlled Extensive Reading Tasks (CERTs) will have higher learning outcomes during English as a Second Language (ESL) lessons. A 3-month intervention pilot of Controlled Extensive Reading (CER) instruction, was implemented in two secondary schools in Kakamega County, Western Kenya, from February to May 2023. We compared the impacts of the CERTs treatment group in ESL lessons in the pilot school with those of the control group that did not use the intervention but utilized the same instructional components. The findings revealed that assignment to the CERTs pilot group had additional improvement in the target language skills while the control group had somewhat constant learning outcomes. The study is useful to curriculum stakeholders who should consider such results alongside existing implementation strategies in ESL policies and program designs.
Keywords
Full Text:
PDFReferences
Asraf, R., & Ahmad, I. (2003). Promoting English language development and reading habits among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15(2), 83-102. http://hdl.handle.net/10125/66772
Athiemoolam, L., & Kibui, A. (2012). An analysis of Kenyan learners’ proficiency in English based on reading comprehension and vocabulary. Journal of NELTA, 17(1-2), 1-13. https://doi.org/10.3126/nelta.v17i1-2.8088
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. https://doi.org/10.1080/07908318.2015.1058392
Bell, T. (1998). Extensive reading: Why? and how. The Internet TESL Journal, 4(12), 1-6. http://iteslj.org/Articles/Bell-Reading.html
Chan, V. (2020). To read or not to read: A critical evaluation of the effectiveness of extensive reading in ESL/EFL contexts. Social Sciences and Education Research Review, 7(2), 48-68.
Clegg, J., & Simpson, J. (2016). Improving the effectiveness of English as a medium of instruction in sub-Saharan Africa. Comparative Education, 52(3), 359-374. https://doi.org/10.1080/03050068.2016.1185268
Chua, H.W. (2019). The effects of task-based language teaching and audio-lingual teaching approach in Mandarin learning (Unpublished Master Thesis). Sultan Idris Education University, Indonesia.
Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Dhillon, J. K., & Wanjiru, J. (2013). Challenges and strategies for teachers and learners of English as a second language: The case of an urban primary school in Kenya. International Journal of English Linguistics, 3(2), 14–24. https://doi.org/10.5539/ijel.v3n2p14
Edy, S. (2015). The effectiveness of extensive reading on students’ reading comprehension achievement as observed from students’ motivation. Jurnal Pendidikan Humaniora, 2(1), 54-58.
Ellis, R. (2021). Task-based language teaching. In H. Mohebbi & C. Coombe (eds.), Research questions in language education and applied linguistics (pp.133-136). Cham: Springer. https://doi.org/10.1007/978-3-030-79143-8_25
Gass, S., & Selinker, L. (1994). Second language acquisition: An introduction. New Jersey: Lawrence Erlbaum Association, Inc.
Gathumbi, A. M. W., Bwire, A. M., & Roy-Campell, Z. M. (2014). Instructional practices and challenges in secondary English language teaching: Implications for development of benchmarks in Kenya. Research Journals Journal of Education, 2(11), 1-16.
Gathumbi, A. W., & Masembe, S. C. (2005). Principles and techniques in language teaching: A text for teacher educators, teachers, and pre-service teachers. Nairobi: Jomo Kenyatta Foundation.
Hitosugi, C. I., & Day, R. R. (2004). Extensive reading in Japanese. Reading in a foreign language, 16(1), 20-30. http://hdl.handle.net/10125/66593
Ikerege, V. N. (2013, May 26). Why Kenyan youth are unable to take up the reading culture. The Sunday Nation, p.14.
Kabita, D.N. (2015). Instructional strategies used to enhance reading comprehension among primary school pupils: A study of Starehe Sub-County, Nairobi County, Kenya (Unpublished Doctor of Philosophy Thesis). Moi University, Kenya.
Kenya National Examination Council (KNEC). (2019). The Year 2019 KCSE Examination Report with Question Papers and Marking Sciences: Volume 1
Kenya National Examination Council (KNEC). (2020). The Year 2020 KCSE Examination Report with Question Papers and Marking Sciences: Volume 1
Kenya National Examination Council (KNEC). (2021). The Year 2021 KCSE Examination Report with Question Papers and Marking Sciences: Volume 1
Kim, Y.-S., Park, C., & Wagner, R. K. (2014). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and Writing, 27(1), 79–99. https://doi.org/10.1007/s11145-013- 9434-7
Kioko, A. N., Ndung’u, R. W., Njoroge, M. C., & Mutiga, J. (2014). Mother tongue and education in Africa: Publicising the reality. Multilingual Education, 4, 1-11.
Kirkebæk, M. J. (2012). Use of tasks in teaching of Chinese characters. In X. Y. Du & M. J. Kirkebæk (Eds.), Exploring task-based PBL in Chinese teaching and learning (pp. 111– 131). Newcastle: Cambridge Scholars Press.
Krashen, S. (1982). Second language acquisition and second language learning. Oxford: Pergamon Press
Krashen, S.D. (1985). The input hypothesis. Harlow: Longman
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.https://doi.org/10.1598/RRQ.45.2.4
Lee, S., & Hsu, Y. (2009). Determining the crucial characteristics of extensive reading program: The impact of extensive reading on EFL writing. International Journal of Foreign Language Teaching, 5(1), 12-20.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
Mermelstein, D.A. (2014). Improving EFL learners’ reading levels through extensive reading. The Reading Matrix, 14(3), 227-242.
Motallebzadeh, K., & Defaei, S. (2013). The effect of task-based listening activities on improvement of listening self-efficacy among Iranian intermediate EFL learners. International Journal of Linguistics, 5(2), 24–33. https://doi.org/10.5296/ijl.v5i2.3560
Muthwii, M.(ed.) (2002). Language policy and practices in education in Kenya and Uganda. Nairobi: Phoenix.
Muthwii, M. J. (2004a). Language of instruction: A qualitative analysis of the perceptions of parents, pupils, and teachers among the Kalenjin in Kenya. Language, Culture and Curriculum, 17(1), 15–32. https://doi.org/10.1080/07908310408666679
Nandiemo, V. (2017, May 20). Education system has killed interest in books. Saturday Nation, p.32.
Obunga, O. A. (2017, April 1). To be fluent speaker, one must practice every day. Saturday Nation, p.34.
Piper, B., Schroeder, L., & Trudell, B. (2016). Oral reading fluency and comprehension in Kenya: Reading acquisition in a multilingual environment. Journal of Research in Reading, 39(2), 133-152. https://doi.org/10.1111/1467-9817.12052
Rasinski, T. V. (2004). Assessing reading fluency. Pacific Resources for Education and Learning (PREL). https://eric.ed.gov/?id=ED483166
Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). Washington: International Reading Association
Silverman, R. D., Speece, D. L., Harring, J. R., & Ritchey, K. D. (2013). Fluency has a role in the simple view of reading. Scientific Studies of Reading, 17(2), 108–133. https://doi.org/10.1080/10888438.2011.618153
Whalley, K. M. (2017). The role of prosodic skills in reading comprehension (Doctoral dissertation). Brisbane: Queensland University of Technology.
DOI: https://doi.org/10.24071/llt.v26i2.6440
Article Metrics
Abstract view : 487 timesPDF view: 252 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Benard Angatia Mudogo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.