An analysis of perceived difficulties toward extensive reading:

what makes it so difficult for Japanese learners to keep reading?

SATOMI SHIBATA MEISEI UNIVERSITY EXTENSIVE READING AND LISTENING FORUM

EMIKO RACHI

Background
The five-year practice and observations

from 2009 to 2013 have led us to explore the links of learners English proficiency and their perceived difficulties.

Focus
How our ER program has been developing for over the last five years Now most students read more than 500,000 words Avid readers read up to and exceeding 3 million words

What difficulties are we facing? : Instructors and students

Extensive Reading Program

Period: Over eight years (2006-2013) Place: in a Japanese University Style: in class / out class/ in the self-access center (since 2010)/ in the library Note: Since 2010, two instructors Creating a better environment (stickers for each book, more resources, SAC)

Program History

Timeline 2006 (pilot)

Participants
Highly motivated (3rd year) students

Style
A volunteer, extra-curricular ER circle (still active)

Challenges / Notes
Very limited resources

2007

Students in a first year reading class

ER introduced in class / students Resources (books) encouraged to try ER outside of class still very limited

2008

Students in a first year reading classes

1st semester: students encouraged to try ER outside of class Program still very 2nd semester: 30 minutes of in-class limited SSR per week

Timeline

Participants

Style

Challenges / Notes Students created ER Newspaper summarizing various titles read (Rachi, 2010)

2009

30-minutes of SSR in-class per week both semesters (students Students in first year reading classes check out books to read from the library in advance)

2010

Students in two instructors freshman classes Three classes out of four classes

Self-access center started 1st semester 30 min.SSR/ week supporting ER (labeling graded readers and 2nd semester 60 min. SSR / week encouraging SSR in center)

2011

All the freshman classes in two instructors classes

30-45 mins SSR/ week

More resources in SAC

Timeline

Participants

Style
Intermediate : 1st semester 20-30 min SSR/ week 2nd semester none low intermediate: 1st and 2nd semester: 30min SSR/week High beginner:1st and 2nd semester: 30min SSR/week Low beginner:1st and 2nd semester: 30min SSR/week

Challenges / Notes

2012

All the freshman classes in two instructors classes

2013

All the freshman classes in two instructors classes

The same as above

ER Practice in Our University

Divided into four levels of classes
Two classes: 20 students Two classes: 30 students

All the classes introduced ER Encourage to read more than a million words
( e.g. WPM:100 words 10,000 hours of reading)

ER Practice in Our University

SSR in classrooms with ER notebooks Read outside of classrooms with ER notebooks

Supported by FLSSC Check out books from both FLSSC and Library

) Foreign language study support center(FLSSC)

FLSSC

Since2008 Monday-Friday 9:0018:00 Teachers, a staff, student teaching assistants(TA)

Advising Speaking practice (appointment system) Extensive reading Support for TOEIC, TOEFL, Eiken Support for studying abroad programs Christmas, Halloween events Web Based Training (Alc NetAcademy 2)

Web Based Training

Events

Information

Progress board for extensive reading

Environmental Support for ER from FLSSC

1. Information Stickers to all the ER books ( Both in Library and FLSSC): help autonomously to find books suitable to their level 2. Check out ER books for one or Two days from FLSSC: help to read regularly 3. Decide ER starter books: help not to mischoose unsuitable books

4. Progressing board : Community of practise

5. Keep increasing ER books : motivation 6. Information on ER for both teachers and students (blogs, handouts, signs): group dynamics 7. Connections between classrooms and FLSSC: Group dynamics 8. Audiobooks: learning styles, connection between ER and other learning habits

How much do they read in a year?

In 2009, 90% of the students read less than 50,000 words In 2010, 90 % more than 150,000 words In 2011, 90 % more than 300,000 words In 2012, 90 % more than 400,000 words 6 students read up to one million words in a year In 2013, 90 % more than 500,000 words

In 2013, 90 % more than 500,000 words 1 student read more than three million words 1 student two million 2 students 1.5 million 14 students one million

The present study Research Question: How do Japanese university students perceive difficulties toward ER?

Method
Participants: 42 freshman students practicing ER in 2013 2 instructors and researchers with 5 to 8 year ER experience

Method
Data collection: an open ended questionnaire Analysis:
Modified GTA (Kinoshita 2009)

Process of the Data Analysis

First working independently to highlight key words and phrases in the data

Cording and categorizing while making theoretical notes

Met to share our insights and make sense of the results we found collectively

Results and discussion

Limited understanding of advice Meaning of the number of books learners have read Suberiyomi Meaning of reading speed Book selection: unable to choose suitable books for themselves Information stickers(YL, Words)/ Genre/ Series/ Interest/ Length/ The number of books to check out

Beliefs

Limited understanding of advice

Book selection

Anxiety

Planning and enacting Self assessment problem

Attribution

Changing inappropriate learning environment

Implications for ER practice

Low beginners More precise instructions about appropriate ER books More support on how to keep ER recording More support on how to spend time for ER, especially outside classrooms

References
Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage. Glaser, B. G.,&Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine. Kinoshita,Y. (2003).Grounded Theory Approach no Jissen. Tokyo: Kbund. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques.Newbury Park, CA: Sage.