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THE IMPLEMENTATION OF AN EXTENSIVE READING PROJECT: PERCEPTIONS OF PRE-UNIVERSITY STUDENTS AT HANOI UNIVERSITY

  • 31/03/2022
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MORE EMPHASIS IS BEING ATTACHED TO THE TEACHING OF READING AT TERTIARY LEVEL AS THE MASTERY OF READING IS OF GREAT IMPORTANCE FOR SECOND LANGUAGE DEVELOPMENT. AMONG READING APPROACHES, EXTENSIVE READING (ER) HAS BEEN PUT FORWARD AS AN EFFECTIVE STRATEGY IN DEVELOPING L2 LEARNERS’ READING ABILITY AND THE INCLUSION OF ER INTO THE CURRICULUM HAS BEEN CONSIDERED A REAL NEED IN THE SECOND LANGUAGE LEARNING CONTEXT. THIS PAPER REPORTS ON A MIXED METHOD RESEARCH PROJECT INVESTIGATING THE PERCEPTIONS OF 15 PRE-UNIVERSITY STUDENTS OF THE BENEFITS OF READING EXTENSIVELY AT HANOI UNIVERSITY. THREE INSTRUMENTS, QUESTIONNAIRES, JOURNALS, AND INTERVIEWS WERE DESIGNED TO INVESTIGATE THE CHANGES IN THE STUDENTS’ ATTITUDES TOWARDS ER AFTER THEY PARTICIPATED IN A TWO-MONTH ER PROJECT. RESULTS INDICATE THAT THE MAJORITY OF THE STUDENTS EXPRESSED POSITIVE ATTITUDES TOWARDS THE IMPLEMENTATION OF THE EXTENSIVE READING PROJECT AND PERCEIVED ER AS AN EFFECTIVE APPROACH IN SECOND LANGUAGE LEARNING. IN LIGHT OF THE RESEARCH FINDINGS, IMPORTANT PEDAGOGICAL IMPLICATIONS ARE DRAWN AND INCLUDED TO PROVIDE THE ENGLISH TEACHERS WITH THE GUIDELINES ON THE IMPLEMENTATION OF ER PROJECTS IN THEIR CLASSROOM.

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