EXPLORING EFL STUDENTS’ READING EXPERIENCES IN EXTENSIVE READING COURSE: A CASE STUDY TO ENGLISH EDUCATION DEPARTMENT STUDENTS IN THE ACADEMIC YEAR OF 2022/2023
Keywords:
Extensive Reading, EFL Students, English Education Students, Indonesian EFL students, Extensive Reading, EFL Students, Reading Skills, Reading Experience, Reading Skills, Reading ExperienceAbstract
A fundamental issue in learning English as a foreign language (EFL) is the low level of students’ motivation and reading ability. Data from BPS (2023) indicate that only about 10% of the Indonesian population regularly reads books. In the academic context, students often encounter difficulties in comprehending English texts due to limited vocabulary, lack of reading habits, and the complexity of text structures. Extensive Reading is offered as a solution to enhance reading skills. Therefore, this study aims to explore EFL students’ reading experiences in the Extensive Reading course and the development of their reading skills. This study is grounded in Krashen’s (1982) Input Hypothesis, which emphasises the importance of comprehensible input in language acquisition, as well as Dewey’s (1938) theory of experience, which highlights the direct involvement of individuals in learning experiences as a means of knowledge development. Within this theoretical framework, Extensive Reading is understood not merely as a reading technique but also as a learning experience that facilitates the development of vocabulary, reading fluency, text comprehension, and learning motivation. This study employed a qualitative approach with a case study design. The research subjects were students of the English Education Department at UIN Sunan Gunung Djati Bandung in the 2022/2023 academic year who had completed the Extensive Reading course. Data were collected through questionnaires to measure the development of reading skills and semi-structured interviews to explore students’ reading experiences. The sampling technique was conducted using purposive sampling, taking into account students with high, medium, and low levels of reading interest. The findings indicate that students experienced improvements in reading fluency, text comprehension, and vocabulary mastery. The freedom to choose their reading materials played a significant role in enhancing their motivation and engagement. In conclusion, Extensive Reading has proven effective in enhancing reading skills while also providing an enjoyable and meaningful learning experience. This study affirms that reading is not merely an academic activity, but also a learning experience that shapes students’ knowledge, motivation, and literacy habits.
References
Adamson, J., Adamson, G., & Dowrick, C. (2004). 'Questerviews': using questionnaires in qualitative interviews as a method of integrating qualitative and quantitative health services research. Health Services Research, 44(4), 519–528. https://doi.org/10.1258/1355819041403268
Alsaif, A., & Masrai, A. (2019). Extensive reading and incidental vocabulary acquisition: The case of a predominant language classroom input. International Journal of Education and Literacy Studies, 7(2), 39–45. https://doi.org/10.7575/aiac.ijels.v.7n.2p.39
Anindita, C. (2020). EFL Students’ Perception Towards Extensive Reading Practices in Higher Education Level. RETAIN, 8(4). https://doi.org/10.26740/rt.v8i4.34501
Ateek, M. (2021). Extensive Reading in An EFL Classroom: Impact and Learners' Perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109-131. https://doi.org/10.32601/ejal.911195
Berg, B. L. (2007). Qualitative Research Methods for the Social Sciences (4th ed.). Boston: Allyn & Bacon.
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, 2(7), 48-68.
Creswell, J. W. (1994). Research Design: Qualitative & Quantitative Approaches. Sage Publications, Inc.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Sage Publications, Thousand Oaks.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Ed.). Sage Publications, Inc.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: MA Pearson.
Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
Day, R. R., Bamford, J. (2002). Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2), 136-141. https://doi.org/10.64152/10125/66761
Day, R., Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge, UK: Cambridge University Press.
Day, R., Bamford, J. (2004). Extensive Reading Activities for Teaching Language. Cambridge, UK: Cambridge University Press.
Grabe, W., Stoller, F. L. (2011). Teaching and Researching Reading (2nd ed.). New York, NY: Routledge.
Grellet, F. (1996). Developing Testing Reading Skills. Cambridge University Press.
Guthrie, J. T., & Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Lawrence Erlbaum Associates.
Horst, M., Cobb, T., Meara, P. (1998). Beyond A Clockwork Orange: Acquiring Second Language Vocabulary Through Reading. Reading in a Foreign Language, 11, 207–223. https://doi.org/10.64152/10125/66953
Johnson, K., Morrow, K. (1987). Communication in the Classroom: Applications and Methods for a Communicative Approach. Great Britain: Longman.
Koda, K. (2005). Insights Into Second Language Reading: A Cross-Linguistic Approach. Cambridge: Cambridge University Press.
Kusumarasdyati, K. (2008). Reading interest and reading comprehension: The effects of prior knowledge, text structure, and reading strategies. TEFLIN Journal, 19(1), 1–18. https://doi.org/
Liu, J., Zhang, J. (2018). The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis. English Language Teaching, 11(6), 1–15. https://doi.org/10.5539/elt.v11n6p1
Liu, S., Saad, M. R. B. H. (2025). Role of Extensive Reading in Vocabulary Development, Reading Comprehension, and Reading Speed: A Systematic Literature Review. Eurasian Journal of Applied Linguistics, 11(1), 87–99. https://doi.org/10.32601/ejal.11108
Mason, B., Krashen, S. (1997). Extensive Reading in English as a Foreign Language. System, 25(1), 91–102. https://doi.org/10.1016/S0346-251X(96)00063-2
McQuillan, J. (2016). The case for extensive reading. In J. McQuillan & E. L. G. Leal (Eds.), The extensive reading book for the classroom (pp. 5–18). Routledge.
Mesly, O. (2015). Creating Models in Psychological Research. États-Unis: Springer press.
Nation, I. S. P. (1997). The Language Learning Benefits of Extensive Reading. The Language Teacher, 21(5), 13-16.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nation, I. S. P., Waring, R. (2019). Teaching Extensive Reading in Another Language (1st ed.). Routledge.
Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language (2nd Ed.). Oxford: Heinemann.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya & P. Handoyo (Eds.), English language teaching today: Linking theory and practice (pp. 97–110). Routledge.
Ridder, H. G. (2017). The Theory Contribution of Case Study Research Designs. Business research, 10, 281–305. https://doi.org/10.1007/s40685-017-0045-z
Rodrigo, V. (2009). Componente léxico y hábito de lectura en hablantes nativos y no nativos de español. Hispania, 92(3), 580–592. https://www.jstor.org/stable/40648420
Samuel, S. J. (1994). Theory of Automaticity. Theoretical Models and Processes of Reading, 4, 1127–1148.
Shih, Y. C., Chern, C., Reynolds, B. L. (2018). Bringing Extensive Reading and Reading Strategies into The Taiwanese Junior College Classroom. Reading in a Foreign Language, 30(1), 130–151. https://doi.org/10.64152/10125/66742
Smith, M. C. (1996). Differences in Adults’ Reading Practices and Literacy Proficiencies. Reading Research Quarterly, 31(2), 196–219. https://doi.org/10.1598/RRQ.31.2.5
Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 153–169. https://doi.org/10.64152/10125/66707
Suk, J. Y. (2016). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. The Journal of Asia TEFL, 14(3), 473–494. https://doi.org/10.1002/rrq.152
Troike, M. S. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Vaughn, S., Wanzek, J., Murray, C. S., Roberts, G. (2019). Intensive Interventions for Students with Reading Difficulties: A Focus on Fluency and Comprehension. Journal of Learning Disabilities, 52(6), 503–512.
Wood, K. D. (2002). Aiding Comprehension with the Imagine, Elaborate, Predict, and Confirm (IEPC) Strategy. Middle School Journal, 33(3), 346–357. https://doi.org/10.1080/00940771.2002.11494674
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Siti Sarah Badriyyah, Darwis Jauhari Bandu, Rully Agung Yudhiantara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
LETTER OF COPYRIGHT ASSIGNMENT
As an author of BELTIC Journal of English Education Department UIN Sunan Gunung Djati Bandung. I, who sign below:
Declare:
1. My paper is authentic; my own writing and it has not been published/proposed on any other journals and publication.
2. My paper is not plagiarism but my original idea/research.
3. My paper is not written by other help, except with Board of Editors and Reviewers recommendation who have been chosen by this journal.
4. In my paper, there are no other writings or opinions except referred in the bibliography and relevant to the rule of writing in this journal.
5. I give all my copyright of this paper to this journal include the right for managing and publication.
6. I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.
