Besides vocabulary knowledge, reading and listening gains what other results (types of language gains, student attitudes, awareness raising, etc.) are you hoping for from your ER program?

The central goal is that they will become Free Voluntary Readers after going through the program. As students continue with the FVR course, I observe many of them developing an interest in experiencing more activities in English-such as viewing films, reading, talking to foreigners, and going abroad. They seem to develop a better self-image, and become more confident.

What's your perception of how things are going / have gone? Any comments on student response, progress/benefits, attitudes, etc.?

This year (pre-school education majors) I've had almost 100% success with almost 100% of the students. Most of them improved and I felt good about the process and their accomplishments. This does not mean that 100% of the students reached the intermediate level. Some reached the intermediate level, most reached the elementary level, and some stayed at the beginning level, but most of them had a good impression of the course. My perception is that students' self-esteem about English study improved.

This doesn't mean it always ends well. It was easier 10 years ago, and it is getting more and more difficult these days. One small class of about seven or eight students several years ago completely refused to cooperate with me. They were four-year college English majors at IBU and taking other English classes. My methods were not well received by the students, and I did not get any cooperation from the other English teachers. Also, I have had students who performed poorly on the final exam because they did not read enough, but they blamed the reading method and believed that hard studying was necessary. I have heard that students go for IR because it is easier to earn credits in such a class.

Still, I know that when students understand the significance of the method and follow my guidance and read 70 to 100 pages per week for two semesters, there is amazing improvement not only in reading, but also in writing, vocabulary, and grammar.

Do you get a sense that some students really latch onto this as a key, ongoing strategy for learning/enjoyment? Do you observe students continuing to do ER beyond the end of your course?

I have taught at least several thousand students in my reading classes. I do not know how many of them are still reading in English. I still talk to one student who graduated in 1986 who is still reading. I know that several have married someone from other countries and live overseas. I know some students who went overseas to study, and they told me how well the training that they had in the reading class was helping them with their course work. I know some who work using English now in Japan and read in English.

How does ER balance/fit in with the other English work the students are doing in your course and/or in other courses?

Several years ago, a student in my class was also taking a TOEFL preparation seminar on the IBU campus for one semester. He gained a lot more points at the end of the seminar on the TOEFL. The TOEFL preparation faculty thought that it was their seminar that caused the significant gain. They published his score in order to advertise their seminar the following year.

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