Integrating Extensive Reading in a College Preparatory Year Program: Perceptions, Challenges, and Possibilities

Abstract

Many studies in different EFL contexts have shown positive impacts of extensive reading (ER) on learners’ language abilities, reading proficiency, motivation, and attitude toward reading. With the aim of investigating the appropriateness and effectiveness of ER in a context where there is no strong culture for reading, this study surveyed students’ attitudes towards ER, their perceptions on the benefits they gain from ER, and the challenges they encountered during its implementation. Utilizing interview, it also examined teachers’ perspectives on the possibilities and trajectories of ER within the institution after its first implementation. The study sample consisted of 365 randomly selected male Saudi college-level EFL students who answered the questionnaire and 5 teachers who separately responded to the unstructured interview. Results revealed that students have positive attitudes towards ER. They believe that ER is very useful, interesting, enriching, and empowering that it can make them better readers and learners. Results also revealed that ER provides various linguistic benefits. However, there can be challenges such as time constraints, lack of resources, and linguistic and cultural barriers. Analysis of the interview with teachers revealed that there can be many possibilities to improve ER implementation. The study concluded with its limitations and important recommendations.