Impact of Limited Extensive Reading on Writing Performance of English Language Learners

Abstract

Extensive reading has an essential role in learning a foreign language. It is generally considered as significant source of comprehensible input in the target language. Accordingly, the practice of extensive reading could improve other English skills. Therefore, this study aimed to investigate the impact of limited extensive reading on the written work of learners of English as a foreign language. The empirical method was used to carry out this study.  A sample of forty undergraduate students of English was subjected to an experiment where the written performance of the students was measured by a pre/post-test. An extensive reading program was designed to show the effect of practicing extensive reading on the writing performance of the experimental group as well as the impact of insufficient extensive reading on the written work of the control group. The data was analyzed with the statistical packages of social sciences. The study concludes that limited practice of extensive reading leads to poor written performance of the control group students, whereas engaging in extensive reading has greatly improved the written work of the experimental group students. The paper recommends the use of extensive reading as a way of improving the written work of the students as well as encouraging students to do extensive reading.