Extensive Reading Project using Graded Readers in a University Classroom

Research into Extensive Reading (ER) has a long history as an effective method in facilitating language learning for learners. One of the many approaches in conducting ER successfully is through the use of graded readers. Despite its benefits, not much attention has been given to ER using graded rea...

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Main Authors:	Ruhil Amal, Azmuddin, Amy Zulaikha, Mohd Ali, Ezihaslinda, Ngah, Zuraina, Ali, Nooradelena, Mohd Ruslim
Format:	Article
Language:	English
Published:	UMP Press 2019
Subjects:	LC Special aspects of education
Online Access:	http://umpir.ump.edu.my/id/eprint/27451/ http://umpir.ump.edu.my/id/eprint/27451/ http://umpir.ump.edu.my/id/eprint/27451/1/Extensive%20Reading%20Project.pdf

id	ump-27451
recordtype	eprints
spelling	ump-274512020-01-15T07:58:53Z http://umpir.ump.edu.my/id/eprint/27451/ Extensive Reading Project using Graded Readers in a University Classroom Ruhil Amal, Azmuddin Amy Zulaikha, Mohd Ali Ezihaslinda, Ngah Zuraina, Ali Nooradelena, Mohd Ruslim LC Special aspects of education Research into Extensive Reading (ER) has a long history as an effective method in facilitating language learning for learners. One of the many approaches in conducting ER successfully is through the use of graded readers. Despite its benefits, not much attention has been given to ER using graded readers among English as a Second Language (ESL) university students in Malaysia. This study explores the influence of ER project with the use of graded readers among control (n=90) and experimental (n=125) groups of undergraduate university students enrolled in various compulsory English courses during a 14-week academic calendar. ER project was conducted to supplement learning through various in class projects. Data was collected through the use of pre- and post-tests, progress tests as well as extensive reading tests obtained through Edinburgh Project in Extensive Reading (EPER). Results indicated no significance difference among control and experimental groups for pre-tests, post-tests and extensive reading tests. These results carry important implications on pedagogical and methodological aspects of language teaching and learning, which are further discussed in the paper. UMP Press 2019 Article PeerReviewed pdf en http://umpir.ump.edu.my/id/eprint/27451/1/Extensive%20Reading%20Project.pdf Ruhil Amal, Azmuddin and Amy Zulaikha, Mohd Ali and Ezihaslinda, Ngah and Zuraina, Ali and Nooradelena, Mohd Ruslim (2019) Extensive Reading Project using Graded Readers in a University Classroom. International Journal of Language Education and Applied Linguistics (IJLEAL), 9 (2). pp. 95-104. ISSN 2289-7208 (print); 2289-9294 (online) http://journal.ump.edu.my/ijleal/article/view/3314
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	LC Special aspects of education
spellingShingle	LC Special aspects of education Ruhil Amal, Azmuddin Amy Zulaikha, Mohd Ali Ezihaslinda, Ngah Zuraina, Ali Nooradelena, Mohd Ruslim Extensive Reading Project using Graded Readers in a University Classroom
description	Research into Extensive Reading (ER) has a long history as an effective method in facilitating language learning for learners. One of the many approaches in conducting ER successfully is through the use of graded readers. Despite its benefits, not much attention has been given to ER using graded readers among English as a Second Language (ESL) university students in Malaysia. This study explores the influence of ER project with the use of graded readers among control (n=90) and experimental (n=125) groups of undergraduate university students enrolled in various compulsory English courses during a 14-week academic calendar. ER project was conducted to supplement learning through various in class projects. Data was collected through the use of pre- and post-tests, progress tests as well as extensive reading tests obtained through Edinburgh Project in Extensive Reading (EPER). Results indicated no significance difference among control and experimental groups for pre-tests, post-tests and extensive reading tests. These results carry important implications on pedagogical and methodological aspects of language teaching and learning, which are further discussed in the paper.
format	Article
author	Ruhil Amal, Azmuddin Amy Zulaikha, Mohd Ali Ezihaslinda, Ngah Zuraina, Ali Nooradelena, Mohd Ruslim
author_facet	Ruhil Amal, Azmuddin Amy Zulaikha, Mohd Ali Ezihaslinda, Ngah Zuraina, Ali Nooradelena, Mohd Ruslim
author_sort	Ruhil Amal, Azmuddin
title	Extensive Reading Project using Graded Readers in a University Classroom
title_short	Extensive Reading Project using Graded Readers in a University Classroom
title_full	Extensive Reading Project using Graded Readers in a University Classroom
title_fullStr	Extensive Reading Project using Graded Readers in a University Classroom
title_full_unstemmed	Extensive Reading Project using Graded Readers in a University Classroom
title_sort	extensive reading project using graded readers in a university classroom
publisher	UMP Press
publishDate	2019
url	http://umpir.ump.edu.my/id/eprint/27451/ http://umpir.ump.edu.my/id/eprint/27451/ http://umpir.ump.edu.my/id/eprint/27451/1/Extensive%20Reading%20Project.pdf
first_indexed	2023-09-18T22:43:09Z
last_indexed	2023-09-18T22:43:09Z
_version_	1777417049776062464

Extensive Reading Project using Graded Readers in a University Classroom

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