Impact of Extensive Reading on Young EFL Learners' Vocabulary Knowledge, Reading Proficiency, and Motivation for Learning English

With the use of graded readers, the study intended to analyze whether extensive reading has any impact on vocabulary knowledge, reading proficiency, and learning motivation among young EFL learners. Participants of this study consisted of two classes of second year students at a regular junior high school. An extensive reading program was incorporated into the English classroom curriculum for students assigned to the experimental group. The supplemental extensive reading program lasted for a total of 12 weeks. Statistical methods were employed to ascertain: (1)whether the young learners’ vocabulary knowledge significantly improved due to the implementation of a supplementary extensive reading program, (2)whether extensive reading had positive and significant effect on young learners’ reading proficiency, (3)whether the extensive reading program had any significant impact on the young learners’ motivation in English learning, and (4)whether the students had positive attitude towards the implementation of extensive reading in their regular English curriculum. The findings indicated that both the vocabulary acquisition and reading proficiency of students in the experimental group were significantly enhanced owing to the extensive reading program. Also, extensive reading exerted highly significant effect on student motivation in learning English, including both extrinsic and intrinsic motivation. A very high percentage of the young EFL learners showed favorable attitudes toward the extensive reading program through the use of graded readers and hoped that the program would continue. It is worth noting that near the end of the program, about 63% of the learners agreed that reading could bring them a sense of satisfaction and achievement.