Show simple item record

dc.contributor.advisorGonzalez-Bueno, Manuela
dc.contributor.authorSu, Okkes Baki
dc.date.accessioned2016-11-17T23:00:44Z
dc.date.available2016-11-17T23:00:44Z
dc.date.issued2016-08-31
dc.date.submitted2016
dc.identifier.otherhttp://dissertations.umi.com/ku:14842
dc.identifier.urihttp://hdl.handle.net/1808/22022
dc.description.abstractAbstract 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.extent73 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducation
dc.subjectEnglish as a second language
dc.subjectForeign language education
dc.subjectEnglish as a foreign language
dc.subjectEnglish Instruction
dc.subjectExtensive Reading
dc.subjectInput-Based Instruction
dc.subjectReading for pleasure
dc.titleExtensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting
dc.typeThesis
dc.contributor.cmtememberGonzalez-Bueno, Manuela
dc.contributor.cmtememberHallman, Heidi L.
dc.contributor.cmtememberMinai, Utako
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelM.A.
dc.identifier.orcid
dc.rights.accessrightsopenAccess


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record