Guo, S.C. (2012). Using Authentic Materials for Extensive Reading to Promote English Proficiency. English Language Teaching, 5(8), 196-207.
Both common sense and research have shown evidence that students improve their reading by reading. Copious studies already exist in support of extensive reading (Krashion, 2004; Pikulski & Chard, 2005; Silva, 2009; Therrien, 2004). By extensive reading, it is meant that students read for a significant amount of time. It is an approach beyond skill development; an activity students “[choose] to do for a variety of personal, social, or academic reasons (Day & Bamford, 2000, p. 4). Susser and Robb (1991) agree. They claim that extensive reading involves reading a large variety of materials for general understanding and usually obtaining pleasure from reading.
Students do not often take any initiative to locate foreign language resources outside of class or engage in reading beyond a course requirement. Educators attribute the decline of students’ reading engagement to the advent of multimedia (Li & Renganathan, 2008).
The finding revealed that extensive reading using simplified materials has proven to enhance students’ reading habits, reading speed, and vocabulary knowledge. Most importantly, students received tremendous pleasure from reading these selections, at the same time they were able to nurture their intrinsic motivation for continuous reading.