A Meta-Analysis of Extensive Reading Researches

doi:10.18627/jslg.35.1.201902.69

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2019 Vol.35, Issue 1 Preview Page Next Page

Research Article

A Meta-Analysis of Extensive Reading Researches 영어 다독 활동의 효과: 메타분석: 채희숙
Chae, Hee-Sook

31 May 2019. pp. 69-83

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Abstract

The effects of extensive reading have been extensively examined by many researchers in approximately the two last decades. The current study aims to investigate the overall effectiveness of extensive English reading. A meta-analysis is conducted to answer research questions and to identify future research directions. Two types of empirical studies are included: those including group contrasts based on a comparison of a control group and experimental groups, and pre-post contrasts that only include experimental groups in the analysis. This study includes 31 papers from research databases on extensive reading researches in a classroom setting and synthesizes 48 cognitive effects and 20 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Findings show a medium effect size (ｇ=.579) for pre-post contrasts and a larger one (ｇ=.713)for group contrasts. In sum, the available research to date suggests that extensive reading improves students' reading proficiency and should be a part of language learning curricula.

Keywords

extensive reading

reading proficiency

meta-analysis

effect size

research synthesis

References

김경리 ‧ 최문홍. 소리 내어 읽기 연습의 영어 학습 효과에 대한 연구: 메타분석. 『교육논총』 38.1, 267-289.
김경훈 ‧ 임미란. 2012. 확장형 읽기를 통한 영어 독해 능력 향상. 『영어영문학 21』 25.1, 155-168.
*김도연 ‧ 정혜진. 2012. 영어 다독 프로그램에 참여 후 평가방법에 따른 학습자의 흥미와 자신감 연구. 『대한언어학』 20.4, 149-175.
*김미영 ‧ 김경한. 2016. 원어민 협력수업기반 다독수업연구. 『외국어 교육 연구』 30.2, 75-102.
김세진 ‧ 김정렬. 2015. 영어 음소 인식 지도에 대한 메타분석. 『영어교과교육』 14.3, 119-138.
김유겸. 2008. 영어 독서 습관의 환경 조성 사례 연구. 영남대석사학위논문.
*김정렬 ‧ 황지영. 2006. 다독프로그램을 적용한 초등학교 영어클럽활동반 운영 방안. 『영어 교육 연구』 18.2, 243-270.
*목양주. 2004. 언어학습자문학 다독을 통한 고등학생 영어 독해력 향상 연구. 한국교원대석사학위논문.
*박선희 ‧ 최희경. 2012. 인터넷 영어 동화를 활용한 다독 활동 모형 개발 및 적용 효과. 『멀티미디어 언어 교육』 15.3, 57-82.
*박성수·강완희. 2004. 중등영어교육에서의 언어학습자문학 다독 적용. 『영어교과교육』 3.2, 97-138.
*박혜정. 2006. 개인별 조별 영어 동화 다독이 중학교 학습자의 읽기와 쓰기 능력에 미치는 영향. 이화여대석사학위논문.
*신인숙 ‧ 안병규. 2005. 영어 지속적묵독에서자료 유형이 속도와 이해도에 미치는 영향. 『외국어교육』 12.2, 213-139.
이상기. 2010. 한국 영어교과교육의 발전 방안으로서의 연구 종합. 『영어교과교육』 9.3, 163-179.
오성삼. 2002. 『선행연구 결과의 통합과 재분석을 위한 메타분석의 이론과 실제』. 서울: 건국대학교 출판부.
조경희 ‧ 이정원. 2010. 확장형 읽기를 통한 고등학교에서의 영어 읽기 교육. 『영어 교육』 65.4, 343-371.
최성희. 2010. 중등 영어 학습자를 위한 다독 읽기 활동의 효용성 탐구. 『영어 어문 교육』 16.3, 365-395.
*Al-Homoud, F. and Schmitt, N. 2009. Extensive reading in a challenging environment: A comparison of extensive and intensive readingapproaches in Saudi Arabia. Language Teaching Research 13, 383-401.10.1177/1362168809341508
*Beglar, D., Hunt, A., and Kite, Y. 2012. The Effect of Pleasure Reading on Japanese University EFL Learners’Reading Rates. Language Learning, 1-39.10.1111/j.1467-9922.2011.00651.x
*Bell, T. 2001. Extensive Reading: Speed and Comprehension. The Reading Matrix 1.1, 1-13.
Carell, P. L. 1998. Can Reading Strategies be Successfully Taught? The Language Teacher Online 22.3.
*Cha, J. 2009. The Effects of Extensive Reading on Enhancing Vocational Hogh School Students’ L2 Vocabulary and Reading Rates. English Teaching 64.3, 3-30.10.15858/engtea.64.3.200909.3
Day, R. and Bamford, J. 1998. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.10.1177/003368829802900211
Day, R. and Bamford, J. 2002. Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language 14.2, 136-142.
*de Morgado, N. F. 2009. Extensive Reading: Students’ Performanceand Perception. The Reading Matrix 9.1, 31-43.
Elley, W. B. 1991. Acquiring Literacy in a Second Language: The Effect of Book-based Programs. Language Learning 41.3, 375-411.10.1111/j.1467-1770.1991.tb00611.x
*Fujita, K. and Noro, T. 2009. The Effects of 10-minute Extensive Reading on the Reading Speed, Comprehension, and Motivation of Japanese High School EFL Learners. Annual Review of English Language Education in Japan 20, 21-30.
*Fujimori, C. 2006. The Effects of Extensive Reading Program on Reading and Listening Comprehension Among Senior High School Students. KATE Bulletin 20, 13-23.
Grabe, W. 1991. Current Development in Second Language Reading Research. TESOL Quarterly 25.3, 375-406.10.2307/3586977
Hafiz, F. M. and Tudor, I. 1990. Graded Readers as an Input Medium in L2 Learning. System 18.1, 31-42.10.1016/0346-251X(90)90026-2
Hayashi, K. 1999. Reading Strategies and Extensive Reading in EFL Classes. RELC Journal 30, 114-132.10.1177/003368829903000207
*Hwang, J. H. 2018. Effects of Sustained Silent Reading as an ER Approach on L2 Reading Attitudes in EFL College Classrooms. Journal of the Korea English Education Society 17.3, 23-51.10.18649/jkees.2018.17.3.23
*Iwahori, Y. 2008. Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Lanugage 20, 70-91.
*Jung, S. K. 2017. Extensive Reading through Collaborative Approach: A Case Study at College Level. English Language & Literature 22.2., 295-320.
Kim, J. R. 2011. A Meta-study of Extensive English Reading Researches. English Language & Literature Teaching 18.2, 85-106.
*Kim, J. H. and Chon, Yuah V. 2013. L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work? English Teaching 68.4, 89-115.10.15858/engtea.68.4.201312.89
*Kim, J. S. 2012. Bringing Extensive Reading into University English Reading Classes. English Language & Literature Teaching 18.1, 69-89.
Krashen, S. 2004. ‘Free Voluntary’ Reading: New Research, Application, and Controversies. Paper Presented at the RELC Conference in Singapore.
Krashen, S. 2007. Extensive Reading in English as a Foreign Language by Adolescents and Young Adults: A Meta-analysis. International Journal of Foreign Language Teaching 3, 23-29.
*Mason, B. and Krashen, S. 1997. Extensive Reading in English as a Foreign Language. System 25, 91-102.10.1016/S0346-251X(96)00063-2
*Matsui, T. and Noro, T. 2010. The Effects of 10-minute Sustained Silent Reading on the Junior High School EFL Learners’ Reading Fluency and Motivation. Annual Review of English Language Education in Japan 21, 71-80.
Norris, J. M. and Ortega, L. 2006. Synthesizing Research on Language Learning and Teaching. Amsterdam, the Netherlands: John Benjamins.10.1075/lllt.13
Nuttall, C. 2005. Teaching Reading Skills in a Foreign Language. Oxford, England: Macmillan Education.
Palmer, H. E. 1968. The Scientific Study and Teaching of Languages. Oxford: Oxford University Press.
*Rezaee, A. A. and Nourzadeh, S. 2011. Does Extensive Reading Improve EFL Learners’ Processing Ability? Theory and Practice in Language Studies 1, 1167-1175.10.4304/tpls.1.9.1167-1175
Schmitt, N. 2008. Instructed Second Language Vocabulary. Language Teaching Research 12, 329-363.10.1177/1362168808089921
*Sheu, S. 2003. Extensive Reading with EFL Learners at Beginning Level. TESL Reporter 36, 8-26.
*Shin, I. S. and Ahn, B. K. 2006. The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation. English Teaching 61.1, 67-88.
Stahl, S. and Heubach, K. 2005. Fluency-oriented Reading Instruction. Journal of Literacy Research 37.1, 25-60.10.1207/s15548430jlr3701_2
*Suk, N. H. 2017. The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly 52.1, 73-89.10.1002/rrq.152
Taylor, A., Stevens, J. R., and Asher, J. W. 2003. The Effects of Explicit Reading Strategy Training on L2 Reading Comprehension. In Norris, J. M. & Ortega, Lourdes. (Eds.), Synthesizing Research on Language Learning and Teaching. (pp. 213-244). Philadelphia, PA: John Benjamins Publishing Company.10.1075/lllt.13.11tay
Widdowson, H. G. 2003. Defining Issues in English Language Teaching. Oxford: Oxford University Press.
*Yamashita, J. 2008. Extensive Reading and Development of Different Aspects of L2 Proficiency. System 36, 661-672.10.1016/j.system.2008.04.003
*Yang, E. M. 2010. A Study on the Effectiveness of Extensive Reading in College English Classes. English Language & Literature Teaching 16.2, 169-188.
*Yun, J. H. and Park, Y. P. 2017. The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability. Modern Enligh Education 18.2, 161-182.10.18095/meeso.2017.18.2.08

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 35
No :1
Pages :69-83
DOI :https://doi.org/10.18627/jslg.35.1.201902.69

[1] 김경리 ‧ 최문홍. 소리 내어 읽기 연습의 영어 학습 효과에 대한 연구: 메타분석. 『교육논총』 38.1, 267-289.

[2] 김경훈 ‧ 임미란. 2012. 확장형 읽기를 통한 영어 독해 능력 향상. 『영어영문학 21』 25.1, 155-168.

[3] *김도연 ‧ 정혜진. 2012. 영어 다독 프로그램에 참여 후 평가방법에 따른 학습자의 흥미와 자신감 연구. 『대한언어학』 20.4, 149-175.

[4] *김미영 ‧ 김경한. 2016. 원어민 협력수업기반 다독수업연구. 『외국어 교육 연구』 30.2, 75-102.

[5] 김세진 ‧ 김정렬. 2015. 영어 음소 인식 지도에 대한 메타분석. 『영어교과교육』 14.3, 119-138.

[6] 김유겸. 2008. 영어 독서 습관의 환경 조성 사례 연구. 영남대석사학위논문.

[7] *김정렬 ‧ 황지영. 2006. 다독프로그램을 적용한 초등학교 영어클럽활동반 운영 방안. 『영어 교육 연구』 18.2, 243-270.

[8] *목양주. 2004. 언어학습자문학 다독을 통한 고등학생 영어 독해력 향상 연구. 한국교원대석사학위논문.

[9] *박선희 ‧ 최희경. 2012. 인터넷 영어 동화를 활용한 다독 활동 모형 개발 및 적용 효과. 『멀티미디어 언어 교육』 15.3, 57-82.

[10] *박성수·강완희. 2004. 중등영어교육에서의 언어학습자문학 다독 적용. 『영어교과교육』 3.2, 97-138.

[11] *박혜정. 2006. 개인별 조별 영어 동화 다독이 중학교 학습자의 읽기와 쓰기 능력에 미치는 영향. 이화여대석사학위논문.

[12] *신인숙 ‧ 안병규. 2005. 영어 지속적묵독에서자료 유형이 속도와 이해도에 미치는 영향. 『외국어교육』 12.2, 213-139.

[13] 이상기. 2010. 한국 영어교과교육의 발전 방안으로서의 연구 종합. 『영어교과교육』 9.3, 163-179.

[14] 오성삼. 2002. 『선행연구 결과의 통합과 재분석을 위한 메타분석의 이론과 실제』. 서울: 건국대학교 출판부.

[15] 조경희 ‧ 이정원. 2010. 확장형 읽기를 통한 고등학교에서의 영어 읽기 교육. 『영어 교육』 65.4, 343-371.

[16] 최성희. 2010. 중등 영어 학습자를 위한 다독 읽기 활동의 효용성 탐구. 『영어 어문 교육』 16.3, 365-395.

[17] *Al-Homoud, F. and Schmitt, N. 2009. Extensive reading in a challenging environment: A comparison of extensive and intensive readingapproaches in Saudi Arabia. Language Teaching Research 13, 383-401.10.1177/1362168809341508

[18] *Beglar, D., Hunt, A., and Kite, Y. 2012. The Effect of Pleasure Reading on Japanese University EFL Learners’Reading Rates. Language Learning, 1-39.10.1111/j.1467-9922.2011.00651.x

[19] *Bell, T. 2001. Extensive Reading: Speed and Comprehension. The Reading Matrix 1.1, 1-13.

[20] Carell, P. L. 1998. Can Reading Strategies be Successfully Taught? The Language Teacher Online 22.3.

[21] *Cha, J. 2009. The Effects of Extensive Reading on Enhancing Vocational Hogh School Students’ L2 Vocabulary and Reading Rates. English Teaching 64.3, 3-30.10.15858/engtea.64.3.200909.3

[22] Day, R. and Bamford, J. 1998. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.10.1177/003368829802900211

[23] Day, R. and Bamford, J. 2002. Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language 14.2, 136-142.

[24] *de Morgado, N. F. 2009. Extensive Reading: Students’ Performanceand Perception. The Reading Matrix 9.1, 31-43.

[25] Elley, W. B. 1991. Acquiring Literacy in a Second Language: The Effect of Book-based Programs. Language Learning 41.3, 375-411.10.1111/j.1467-1770.1991.tb00611.x

[26] *Fujita, K. and Noro, T. 2009. The Effects of 10-minute Extensive Reading on the Reading Speed, Comprehension, and Motivation of Japanese High School EFL Learners. Annual Review of English Language Education in Japan 20, 21-30.

[27] *Fujimori, C. 2006. The Effects of Extensive Reading Program on Reading and Listening Comprehension Among Senior High School Students. KATE Bulletin 20, 13-23.

[28] Grabe, W. 1991. Current Development in Second Language Reading Research. TESOL Quarterly 25.3, 375-406.10.2307/3586977

[29] Hafiz, F. M. and Tudor, I. 1990. Graded Readers as an Input Medium in L2 Learning. System 18.1, 31-42.10.1016/0346-251X(90)90026-2

[30] Hayashi, K. 1999. Reading Strategies and Extensive Reading in EFL Classes. RELC Journal 30, 114-132.10.1177/003368829903000207

[31] *Hwang, J. H. 2018. Effects of Sustained Silent Reading as an ER Approach on L2 Reading Attitudes in EFL College Classrooms. Journal of the Korea English Education Society 17.3, 23-51.10.18649/jkees.2018.17.3.23

[32] *Iwahori, Y. 2008. Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Lanugage 20, 70-91.

[33] *Jung, S. K. 2017. Extensive Reading through Collaborative Approach: A Case Study at College Level. English Language & Literature 22.2., 295-320.

[34] Kim, J. R. 2011. A Meta-study of Extensive English Reading Researches. English Language & Literature Teaching 18.2, 85-106.

[35] *Kim, J. H. and Chon, Yuah V. 2013. L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work? English Teaching 68.4, 89-115.10.15858/engtea.68.4.201312.89

[36] *Kim, J. S. 2012. Bringing Extensive Reading into University English Reading Classes. English Language & Literature Teaching 18.1, 69-89.

[37] Krashen, S. 2004. ‘Free Voluntary’ Reading: New Research, Application, and Controversies. Paper Presented at the RELC Conference in Singapore.

[38] Krashen, S. 2007. Extensive Reading in English as a Foreign Language by Adolescents and Young Adults: A Meta-analysis. International Journal of Foreign Language Teaching 3, 23-29.

[39] *Mason, B. and Krashen, S. 1997. Extensive Reading in English as a Foreign Language. System 25, 91-102.10.1016/S0346-251X(96)00063-2

[40] *Matsui, T. and Noro, T. 2010. The Effects of 10-minute Sustained Silent Reading on the Junior High School EFL Learners’ Reading Fluency and Motivation. Annual Review of English Language Education in Japan 21, 71-80.

[41] Norris, J. M. and Ortega, L. 2006. Synthesizing Research on Language Learning and Teaching. Amsterdam, the Netherlands: John Benjamins.10.1075/lllt.13

[42] Nuttall, C. 2005. Teaching Reading Skills in a Foreign Language. Oxford, England: Macmillan Education.

[43] Palmer, H. E. 1968. The Scientific Study and Teaching of Languages. Oxford: Oxford University Press.

[44] *Rezaee, A. A. and Nourzadeh, S. 2011. Does Extensive Reading Improve EFL Learners’ Processing Ability? Theory and Practice in Language Studies 1, 1167-1175.10.4304/tpls.1.9.1167-1175

[45] Schmitt, N. 2008. Instructed Second Language Vocabulary. Language Teaching Research 12, 329-363.10.1177/1362168808089921

[46] *Sheu, S. 2003. Extensive Reading with EFL Learners at Beginning Level. TESL Reporter 36, 8-26.

[47] *Shin, I. S. and Ahn, B. K. 2006. The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation. English Teaching 61.1, 67-88.

[48] Stahl, S. and Heubach, K. 2005. Fluency-oriented Reading Instruction. Journal of Literacy Research 37.1, 25-60.10.1207/s15548430jlr3701_2

[49] *Suk, N. H. 2017. The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly 52.1, 73-89.10.1002/rrq.152

[50] Taylor, A., Stevens, J. R., and Asher, J. W. 2003. The Effects of Explicit Reading Strategy Training on L2 Reading Comprehension. In Norris, J. M. & Ortega, Lourdes. (Eds.), Synthesizing Research on Language Learning and Teaching. (pp. 213-244). Philadelphia, PA: John Benjamins Publishing Company.10.1075/lllt.13.11tay

[51] Widdowson, H. G. 2003. Defining Issues in English Language Teaching. Oxford: Oxford University Press.

[52] *Yamashita, J. 2008. Extensive Reading and Development of Different Aspects of L2 Proficiency. System 36, 661-672.10.1016/j.system.2008.04.003

[53] *Yang, E. M. 2010. A Study on the Effectiveness of Extensive Reading in College English Classes. English Language & Literature Teaching 16.2, 169-188.

[54] *Yun, J. H. and Park, Y. P. 2017. The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability. Modern Enligh Education 18.2, 161-182.10.18095/meeso.2017.18.2.08

The Journal of Studies in LanguageISSN:1225-4770(Print) 2671-6151(Online)한국현대언어학회

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