Teacher's Role During an Extensive Reading Program
Master thesis
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https://hdl.handle.net/11250/3121331Utgivelsesdato
2023Metadata
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AbstractThis thesis is based on a rapid review of previous studies on Extensive reading (ER), readinga lot of books at a level where the reader can understand 80-90% of the words on a givenpage. The studies were done with students between the ages of 10-16 years in English as aforeign language (EFL) classrooms. The research questions aimed to find out what theteacher’s role is during an ER program and how an ER program affects the Englishcompetence of a student in the EFL classroom.Seven studies were discussed in this rapid review. The studies reported different methods ofrunning an ER program either by use of digital resources or by using regular books and inschool libraries. The results from the study primarily focused on the reading comprehenionand the attitudes of the students along with any notes from the teachers and studentinterviews.The data was gathered both from the methodology and from results section of the studies andwas discussed with a focus on the teacher’s role during the ER program and what the effect ofan ER program was on a student in the EFL classroom. To answer these questions notes onwhat the teacher did in preparation for the ER program and during and after reading sessions.Mentions of the students attitudes towards other activities during the ER program were alsoconsidered. The study also looked at reading comprehension data from the results and the useof reading strategies that was observed in the studies.The results from the study show that the teacher has 5 primary roles in an ER program. Theseare that the teacher needs to prepare the students both with strategies for reading and forchoosing a book that is of a suitable level. The teacher should act as a role model by engagingwith the reading instead of just being an observer. The teacher should help keep the studentsmotivated by providing them with activities that allow the students to interact with the otherstudents in the class without interrupting the students that are particularly enjoying thereading. The teacher should provide the students with a sufficient selection of readingmaterial that lets the students read engaging texts that are written at the appropriate level forthe students English competence. The teacher should provide time for reading. This is timethat is set aside just for reading in an environment where the students are not beinginterrupted. This should be worked into the course curriculum rather than trying to workaround it.The data from the studies show that the students develop their reading comprehension throughand ER program and that their attitudes towards reading improve. It also shows that thestudents that are receiving instruction on reading strategies are actively using these whilereading. Consequently, the study concludes that an ER program fits into the course curriculumof the LK20 and work towards several of the competence aims after year 7 and 10 AbstractThis thesis is based on a rapid review of previous studies on Extensive reading (ER), readinga lot of books at a level where the reader can understand 80-90% of the words on a givenpage. The studies were done with students between the ages of 10-16 years in English as aforeign language (EFL) classrooms. The research questions aimed to find out what theteacher’s role is during an ER program and how an ER program affects the Englishcompetence of a student in the EFL classroom.Seven studies were discussed in this rapid review. The studies reported different methods ofrunning an ER program either by use of digital resources or by using regular books and inschool libraries. The results from the study primarily focused on the reading comprehenionand the attitudes of the students along with any notes from the teachers and studentinterviews.The data was gathered both from the methodology and from results section of the studies andwas discussed with a focus on the teacher’s role during the ER program and what the effect ofan ER program was on a student in the EFL classroom. To answer these questions notes onwhat the teacher did in preparation for the ER program and during and after reading sessions.Mentions of the students attitudes towards other activities during the ER program were alsoconsidered. The study also looked at reading comprehension data from the results and the useof reading strategies that was observed in the studies.The results from the study show that the teacher has 5 primary roles in an ER program. Theseare that the teacher needs to prepare the students both with strategies for reading and forchoosing a book that is of a suitable level. The teacher should act as a role model by engagingwith the reading instead of just being an observer. The teacher should help keep the studentsmotivated by providing them with activities that allow the students to interact with the otherstudents in the class without interrupting the students that are particularly enjoying thereading. The teacher should provide the students with a sufficient selection of readingmaterial that lets the students read engaging texts that are written at the appropriate level forthe students English competence. The teacher should provide time for reading. This is timethat is set aside just for reading in an environment where the students are not beinginterrupted. This should be worked into the course curriculum rather than trying to workaround it.The data from the studies show that the students develop their reading comprehension throughand ER program and that their attitudes towards reading improve. It also shows that thestudents that are receiving instruction on reading strategies are actively using these whilereading. Consequently, the study concludes that an ER program fits into the course curriculumof the LK20 and work towards several of the competence aims after year 7 and 10