Extensive Reading In English As A Foreign Language

Beniko Mason* and Stephen Krashen**

*International Buddhist University, Habikino-shi, Osaka, Japan
**University of Southern California, Los Angeles, CA, U.S.A.
System, 25(1), 91-102. 1997

Three experiments confirm the value of extensive reading in English as a foreign language (ELF). In extensive reading, students do self-selected reading with only minimal accountability, writing brief summaries or comments on what they have read. In Experiment 1, "reluctant" EFL students at the university level in Japan did extensive reading for one semester. They began the semester far behind traditionally taught comparison students on a cloze test, but nearly caught up to them by the end of the semester. In Experiment 2, extensive readers outperformed traditionally taught students at both a prestigious university and a two-year college. In Experiment 3, extensive readers who wrote summaries in English made significantly better gains on a cloze test than a comparison class that devoted a great deal of time to cloze exercises. Gains made by extensive readers who wrote in Japanese were greater than comparisons, but the difference was not significant. Those who wrote in Japanese, however, made gains superior to both groups on a measure of writing and in reading speed. © 1997 Elsevier Science Ltd. All rights reserved.

Despite the growing amount of research supporting the use of extensive reading for improving second language competence (e.g. Elley and Mangubhai, 1983; Tudor and Hafiz, 1989; Hafiz and Tudor, 1989; Elley, 1991; Pilgreen and Krashen, 1993; Cho and Krashen, 1994, 1995a,b; Constantino, 1994), many teachers are still uncertain about how effective it is. This series of studies addresses several concerns about extensive reading.