Rosina F. J. Lekawael, Marcy S. Ferdinandus


Reading is one of the critical skills in learning English in which students can develop their cognition, build vocabulary, as well as bring enjoyment. Extensive reading is known as one of the useful approaches to build students’ vocabulary repertoires by engaging students to read as much as they can be based on their appropriate reading level. Therefore, this survey study aims to find out how the students perceive their reading experiences in the extensive reading, how this approach increases their English vocabulary, as well as their reading comprehension. For the data collection technique, we distributed questionnaires for 40 undergraduate students in their second and fourth semester in the English department. To gain more comprehensive data, we also interviewed 20 students. The results of this study revealed that the majority of students show their positive response to and perception of extensive reading. We also found that this approach impacts the progress of students’ reading comprehension as well as the development of their vocabulary building. The findings of this study shed light on students’ perceptions of extensive reading and how it impacts their vocabulary building and reading comprehension. This study prompts further studies to examine the effectiveness of extensive reading on vocabulary learning of English foreign language students in various reading levels.


perception; extensive reading; vocabulary building; reading comprehension

Full Text:



August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20, 50-57. doi:10.1111/j.1540-5826.2005.00120.x.

Brown, D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63(3), 238–245.

Carrell, P. L., & Carson, J. G. (1997). Extensive and inten¬sive reading in an EAP setting. English for Specific Pur¬pose, 16, 47-60.

Day, R. R. & Bamford J. (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Day, R. R. & Bamford J. (2000). Reaching reluctant readers. English Teaching Forum Online, 38(3), 12-17.

Day, R. R. & Bamford J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language 14(2), 136-141.

Ellis, R. (2005). Principles of instructed language learning. System 33(2), 209–224

Fawzia, A. S. & Salwa, A. R. (2016). A closer look at extensive reading in Omani public schools: Current practices and teachers’ perceptions. English Language Teaching, 9(8), 93-105.

Ferdila, R. (2014). The use of extensive reading in teaching reading. Journal of English and Education, 2(2), 68-80.

Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press.

Haider, M. Z. (2012). Extensive reading in EFL classroom at Secondary schools in Bangladesh: Current practices and future possibilities. International Education Studies 5(3), 126-133.

Helman, L. (2005). English words needed: Creating research-based vocabulary instruction for English learners. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 211-237). Newark, DE: International Reading Association.

Horst, M. (2005). Learning L2 vocabulary through extensive reading: a measurement study. Canadian Modern Language Review, 61(3), 355-382.

Hsu, W. (2018). Voice of America news as voluminous reading material for mid-frequency vocabulary learning. RELC Journal, 1-14. DOI: 101177/0033688218764460.

Johnston, L. E., et al. (2016). Incorporating vocabulary construction in individual reading fluency interventions with English language learners. Canadian Journal of School Psychology, 1-19. DOI: 10.1177/0829573516658855.

Laufer, B. & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning 54, 399–436.

Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21, 202–226.

Lin, L. F. (2010). Senior high school students’ reading comprehension of graded readers. Journal of Language Teachng and Research, 1(1), 20-28.

Liu, I. F. (2016). An exploration based in intrinsic, extrinsic, and interpersonal motivation that affect learners’ intention to participate in an English reading contest: From extensive reading perspective. Journal of Educational Computing Research, 0(0), 1-25. DOI: 10.1177/0735633116682340.

Liu, I. F., & Young, S. S. C. (2015). An exploration of participative motivation in a community-based online English extensive reading contest with respect to gender difference. Interactive Learning Environment, 1-14. Retrieved from

Macalister, J. (2014). Teaching reading: research into practice. Language Teaching 47(3), 387–397.

Maley, A. (2005). Review of ‘Extensive reading activities for the second language classroom’. ELT Journal 59(4), 354–355.

Maley, A. (2008). Extensive reading: maid in waiting. In Tomlinson B (ed) English Language Learning Materials: A Critical Review. London: Continuum, 133–156.

Nation, ISP. (2007). The four strands. Innovation in Language Learning and Teaching 1(1), 2–13

Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language (3rd ed). Oxford: Macmillan.

Pigada, M., Schmitt, N. (2006). Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign language, 18(1), 1-28.

Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38(2), 133-149.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64, 913–951.

Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rates, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.

Tomlinson, B. & Masuhara, H. (2013). Adult coursebooks. ELT Journal 67(2), 233–249.

Wang, M. J. (2015). The worst and the best of times for reading: Global views journal 2014reading survey. Journal of National New Books, 19(6), 12-15.



  • There are currently no refbacks.

Copyright (c) 2021 English Review: Journal of English Education