dc.contributor.advisor | Gonzalez-Bueno, Manuela | |
dc.contributor.author | Su, Okkes Baki | |
dc.date.accessioned | 2016-11-17T23:00:44Z | |
dc.date.available | 2016-11-17T23:00:44Z | |
dc.date.issued | 2016-08-31 | |
dc.date.submitted | 2016 | |
dc.identifier.other | http://dissertations.umi.com/ku:14842 | |
dc.identifier.uri | http://hdl.handle.net/1808/22022 | |
dc.description.abstract | Abstract This study explored the nature of the relationship between extensive reading and the improvements shown on the general proficiency level of learners of English as a foreign language. For this purpose, 60 college students were recruited whose proficiency levels were A1 according to CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) or Novice according to the proficiency guidelines established by ACTFL (American Council for the Teaching of Foreign Languages). They were given a standardized pre-test at the beginning of the Fall 2015 semester as part of the institutional requirement. Then, the participants were provided with a large amount of written resources and asked to choose materials for extensive reading. At various degrees, all the participants did extensive reading activities throughout the experiment time. In the meantime, they received formal input-based instruction. The extensive reading activities took place outside of the class, during leisure times. The experiment took almost nine months. At the end of the experiment, they were given a post-test, which was the same as the pre-test, and completed a reading habits questionnaire. The questionnaire consisted of items seeking information about how much time they spent doing extensive reading, what materials were chosen in this process, how many pages were read on a daily basis, and so forth. The findings provided supporting evidence for extensive reading and pointed out that extensive reading activities can positively influence the improvements of learners’ global proficiency level. The results also indicated that there is a linear relationship between extensive reading and proficiency levels, namely, the more learners do extensive reading and the longer the length of the extensive reading program, the higher their proficiency level will be. All in all, this study revealed that extensive reading is an effective way to improve global target language skills. | |
dc.format.extent | 73 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | Copyright held by the author. | |
dc.subject | Education | |
dc.subject | English as a second language | |
dc.subject | Foreign language education | |
dc.subject | English as a foreign language | |
dc.subject | English Instruction | |
dc.subject | Extensive Reading | |
dc.subject | Input-Based Instruction | |
dc.subject | Reading for pleasure | |
dc.title | Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting | |
dc.type | Thesis | |
dc.contributor.cmtemember | Gonzalez-Bueno, Manuela | |
dc.contributor.cmtemember | Hallman, Heidi L. | |
dc.contributor.cmtemember | Minai, Utako | |
dc.thesis.degreeDiscipline | Curriculum and Teaching | |
dc.thesis.degreeLevel | M.A. | |
dc.identifier.orcid | | |
dc.rights.accessrights | openAccess | |