A group of Norwegian lower secondary learners’ reading experiences in English as a foreign language.

Abstract

ABSTRACT

The Norwegian National curriculum LK06 put more emphasis on reading than prior curricula. However, recent studies of reading proficiency in Norway, such as the PISA surveys and Norwegian national tests report low reading scores for learners in lower secondary school. This raises an interesting question as to why the results are low despite the increased emphasis on reading in the curriculum. This is a young field of research in Norway with few studies conducted in lower secondary school with the objective to investigate EFL learners’ experiences and motivation on reading. This thesis reports an action research project conducted at a Norwegian lower secondary school. It examines Norwegian EFL learners’ experiences with reading in English and their experiences with extensive reading (ER) as an alternative or additional way of learning a foreign language. Extensive reading is normally regarded as reading a large number of books at an easy and age - appropriate level so that what is read is comprehended without the use of a dictionary. It is an implicit goal that the learners’ experience the reading as an enjoyable activity. Ten EFL learners in 9th and 10th grade participated in a four-week ER program intervention. These pupils, considered to be reluctant readers, were selected by their English teacher to participate in the action research project. By use of pre- and post-intervention semi-structured interviews with the pupils and an interview with the teacher, I sought to obtain a deeper understanding of the pupils’ experiences of reading in English as a foreign language. The findings show that the majority of the learners were positive toward ER as a method in learning English as a foreign language. In addition, reflecting on the importance of reading in English, all of the participants viewed reading in English as important, and that a high level of English proficiency skills would be beneficial for traveling and in job-related issues. Furthermore, the findings show that the learners believed that reading promotes writing and reading skills. The learners reported few positive reading experiences in English prior to this study, and they did not prioritize reading the self-selected book during the ER intervention. Also, their responses indicated that they seldom read literature for enjoyment only. This may have to do with the relatively low status of books in a media-rich life for young adults in our modern society.