VietTESOL International Convention, VietTESOL International Convention 2018

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Extensive Reading and Learner Autonomy in Asian EFL Context
Hoa Thu Do, Huong Thi Bao Dinh, Thao Thi Thu Nguyen

Building: A12
Room: Room 401
Date: 2018-10-12 10:35 AM – 11:05 AM
Last modified: 2018-09-16


Extensive reading has been increasingly applied in language teaching in order to help learners improve language input, develop reading habit as well as enrich general understanding. However, it seems that little research has been done on the correlation between extensive reading and learner autonomy, an aspect that many language learners need to strengthen. This study is conducted to examine the potential impacts of extensive reading on learner autonomy of first year English as a Foreign Language (EFL) learners at a university in Vietnam. To achieve the objectives, the study employs action research methodology with the use of questionnaire, learner journals and focus group interview as data collection methods. An online survey is administered to confirm the research problems. Then, the influences of extensive reading on participants’ autonomous learning are collected via data from their weekly journals, as well as responses in focus-group interview. The findings show that extensive reading can help the majority of students foster their reading autonomy. This is reflected in the enhancement in students’ abilities of reading autonomy, reading speed, and attitudes. Nevertheless, the students encounter some difficulties when reading extensively. Therefore, to promote students’ autonomy, teachers should raise students’ awareness, create supportive learning atmosphere, and integrate extensive reading into teaching activities properly to exploit its advantages. Because of the nature of the action research project, the findings are confined to the research setting and participants only.


extensive reading; learner autonomy; EFL