本研究旨在探討第一次運用廣泛閱讀的教師的反思，觀察學生的反應後如何發現實際的困難，並檢討會影響學生閱讀動機的可能因素。參與者包含第一次授課的教師、兩班學生以及另一名英語授課經驗豐富教師。本研究採質性研究方法，包括研究者週誌、學生態度與動機問卷、學生訪談與觀察教師訪談。參與研究的學生分為兩組，分別為傳統廣泛閱讀與廣泛閱讀後實施相關活動。實驗十三週的廣泛閱讀後，蒐集問卷並訪談學生與觀察教師的想法。
根據質性研究結果顯示 (1)研究者發現應用廣泛閱讀實際的困難與教學者經驗有關外，參與者學生也面臨閱讀內部、外部動機的影響。(2) 問卷與訪談的結果發現，閱讀後搭配討論活動的學生動機比起傳統廣泛閱讀模式的學生高，仍有少數學生不贊同廣泛閱讀的成效，而傳統閱讀組的學生仍保有對閱讀正向的觀感。(3) 觀察教師討論參與者環境背景、年紀、時間因素、教學者經驗與困難都與研究成效相關。
此外，研究中更發現除了教師與學生的關係對學生閱讀意願具有影響力外，學生本身閱讀態度也是影響閱讀動機的因素。本研究建議沒有實際運用過廣泛閱讀的教師，需謹慎設計廣泛閱讀課程，建立良好師生關係，並與提供與學生討論閱讀觀感，提高學生對閱讀的興趣，達到真正的悅讀。

The study investigated a first-time ER instructor’s reflections in implementation of extensive reading, how she found the difficulties after observing students’ reflections, examined the factors that might affect students’ reading motivation, and perceptions of the ER approach. The participants consisted of a first-time ER instructor, two EFL classes, and a well-experienced EFL teacher. The current study was an action research that used qualitative data analysis, including the instructor’s weekly diary, pre- and post-reading attitudes and motivation questionnaires, students’ interview, and the teacher’s interview. The participants were divided into two groups, one of traditional extensive reading (ERG), and the other of extensive reading with post-reading activity (PRG). Questionnaires and interviews were collected after a total of 13 weeks of ER.
The results of qualitative research showed that (1) I found the difficulties of applying extensive reading relating to her lack of teaching experiences, and participating students confronted reading influences from both intrinsic and extrinsic motivation, (2) PRG students gained highly motivation than ERG students, some students disagreed with the ER effects; likewise, some ERG students still held positive experiences in English reading, (3) the EFL teacher discussed learners’ background, age, time, instructor’s experiences and challenges that were connecting to the effects of the study.
In addition, the study revealed that not only teacher-students relationship had great influence on reading willingness, but also individual reading attitudes was a factor affecting their motivation. The findings recommended for the teachers who have not experienced the extensive reading approach that they should design the extensive reading carefully, establish the positive relationship with students, provide opportunity to discuss reading and improve their interests, and achieve the objectives of pleasure reading.

TABLE OF CONTENTS
ABSTRACT...............................................i
DEDICATION...........................................iii
ACKNOWLEDGEMENTS......................................iv
TABLE OF CONTENTS......................................v
LIST OF TABLES.......................................vii


CHAPTER 1 Introduction
1.1 Research Background and Motivation.................1
1.2 Problem Statement..................................2
1.3 Purpose of the Study...............................4
1.4 Research Questions.................................5
1.5 Significance of the Study..........................5

CHAPTER 2 Literature Review
2.1 Theoretical Background.............................7
2.1.1 The Input Hypothesis.............................7
2.1.2 The Affective Filter Hypothesis..................8
2.1.3 The Bootstrap Hypothesis.........................8
2.2 ER Program
2.2.1 The Definition of ER.............................9
2.2.2 Principles of Effective ER Program...............9
2.2.3 ER Materials....................................11
2.2.3.1 Graded Readers................................12
2.3 Empirical Evidence Yielded by Prior ER Studies
2.3.1 ER and overall language proficiency, reading proficiency...........................................14
2.3.2 ER and reading comprehension and reading and listening speed.......................................19
2.3.3 ER and reading attitude and motivation..........22
2.4 Teachers’ attitudes toward ER program.............27
2.5 Action research...................................29
2.6 Summary...........................................30

CHAPTER 3 Methodology
3.1 Aims of the study.................................31
3.2 Participants......................................31
3.2.1 Research background.............................33
3.3 Research Design
Extensive reading group (ERG)........................34
Post-Reading group (PRG).............................35
3.4 Reading Materials................................36
3.5 Instruments
Pre-and Post-Attitudes and Motivation Questionnaire........................................37
Students’ Reading Logs...............................39
My diary.............................................40
Student Interviews...................................40
Experienced EFL Teacher’s Interview..................41
3.6 Procedure........................................41
3.7 Data analysis....................................43

CHAPTER 4 Results and Discussion
4.1 Results of Research Question 1...................45
4.2 Results of Research Question 2...................57
4.2.1 Questionnaire Results..........................57
4.2.2 Open-Ended Results Questionnaire and Interview Results..............................................64
4.3 Results of Research Question 3...................75
4.4 Discussion.......................................82

CHAPTER 5 Conclusion
5.1 Summary of the present study.....................93
5.2 Limitations of the study.........................94
5.3 Pedagogical implications.........................96
5.4 Suggestions for future studies...................98

References..........................................100
Appendix............................................109

LIST OF TABLES
Table 3-1 The differences between the original ER principles and the two group’s settings	36
Table 4-1 ERG and PRG students’ reading books amount and attendance	51
Table 4-2 ERG and PRG students’ pre- and post-reading attitudes	59
Table 4-3 ERG and PRG students’ pre-and post-reading motivation	62
Table 4-4 ERG and PRG students’ aspects towards the instructor	64
Table 4-5 ERG and PRG participants’ aspects of reading activity	64

References
Alderson, J. C., & Urquhart, A. H. (1984). Reading in a Foreign Language. London: Longman.

Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13, 383-401. doi: 10.1177/1362168809341508

Arnold, N. (2009). Online extensive reading for advanced foreign language learners: An evaluation study. Foreign Language Annals, 42, 340-366. doi: 10.1111/j.1944-9720.2009.01024.x

Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15, 83-102.

Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1-13.Retrieve from http://www.readingmatrix.com/articles/bell/article.pdf

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York and London: Routledge.

Camiciottoli, B. C. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24, 135-153. doi: 10.1111/1467-9817.00137

Chang, C.-S. (2012). Gains to L2 learners from extensive listening: Listening development, vocabulary acquisition and perceptions of the intervention. Hong Kong Journal of Applied Linguistic, 14, 25-47.

Chang, C.-S., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: some hard evidence. ELT journal, 68(1), 31-40. doi: 10.1093/elt/cct052

Chang, C.-S., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91-102. doi:10.1016/j.system.2015.05.003

Chen, C. N., Chen, S. C., Chen, S. H., & Wey, S. C. (2013). The effects of extensive reading via e-books on tertiary level EFL students’ reading attitude, reading comprehension and vocabulary. TOJET, 12, 303-312. Retrieve from http://www.tojet.net/articles/v12i2/12228.pdf

Chen, H. C., & Graves, M.F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29, 663-686. doi: 10.2307/3588168

Chien, C. K. C., & Yu, K. J. (2015). Applying extensive reading to improve unmotivated learners’ Attitudes toward reading in English. International Journal of Learning, Teaching and Educational Research, 13(2), 1-25.  Retrieved from http://ijlter.org/index.php/ijlter/article/view/356

Cho, K.S. (2007). An Elementary English Reading Program for Free Reading. Journal of Language Science, 121-143.

Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27, 294-301. Retrieve from http://nflrc.hawaii.edu/rfl/October2015/discussions/day.pdf

Day, R., & Bamford, J. (1998). Extensive reading in second language classroom. Cambridge: Cambridge University Press.

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

de Burgh-Hirabe, R., & Feryok, A. (2013). A model of motivation for extensive reading in Japanese as a foreign language. Reading in a Foreign Language, 25, 72-93. Retrieve from http://nflrc.hawaii.edu/rfl/April2013/articles/deburgh.pdf

de Morgado, N. F. (2009). Extensive reading: students’ performance and perception. The Reading Matrix, 9(1), 31-43. Retrieve from http://www.readingmatrix.com/articles/morgado/article.pdf

Dulay, H., & M. Burt (1977). Remarks on creativity in language acquisition. In M. Burt, H. Dulay, and M. Finnochiaro (Eds.). Viewpoints on English as a Second Language. New York: Regents, 95- 126.

Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224. doi:10.1016/j.system.2004.12.006

Ellis, R., & Wells, G., (1980). Enabling factors in adult–child discourse. First Language, 1, 46-62. doi:10.1177/014272378000100104

Gardner, R. C (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Grade, W., & Stroller, L. (2011). Teaching and Researching Reading. Harlow, UK: Pearson.

Green, C. (2005). Integrating extensive reading in the task-based curriculum. ELT Journal, 59, 306-311. doi: 10.1093/elt/cci059

Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30, 114-132. doi: 10.1177/003368829903000207

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.

Hill, D. R. (1997). Survey review: Graded Readers. ELT Journal, 51, 57-81. Retrieve from http://203.72.145.166/elt/files/55-3-13.pdf

Hill, D. R. (2008). Graded Readers in English. ELT Journal, 62, 184-203. doi: 10.1093/elt/ccn006

Hill, D. R. (2013). Survey review: Graded readers. ELT Journal, 67, 85-125. doi: 10.1093/elt/ccs067

Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355-382. doi: 10.3138/cmlr.61.3.355

Hsu, Y. Y., & Lee, S.Y. (2007). Extensive Reading and EFL Junior College Students in Taiwan. Studies in English Language and Literature, 20, 137-145. Retrieve from http://web.ntpu.edu.tw/~lwen/publications/Hsu_Lee_SELL2007.pdf

Huang, H. B. (2010). What is good action research?: Why the resurgent interest? Action Research, 8, 93-109. doi: 10.1177/1476750310362435

Huang, H. T. (2007). Vocabulary learning in an automated graded reading program. Language Learning and Technology, 11(3), 64-82. Retrieve from http://llt.msu.edu/vol11num3/pdf/huangliou.pdf

Huang, Y. C. (2015). Why don’t they do it? A study on the implementation of extensive reading
in Taiwan. Cogent Education, 2(1), doi:10.1080/2331186X.2015.1099187

Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20, 70-91. Retrieve from http://files.eric.ed.gov/fulltext/EJ791535.pdf

Jeon, E. Y., & Day, R. (2015). The effectiveness of core ER principles. Reading in a Foreign Language,27, 302-307. Retrieve from http://nflrc.hawaii.edu/rfl/October2015/discussions/jeon.pdf

Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed). Geelong:
Deakin University Press.

Kok, J., & Loh, K. (2009). Teacher modeling: Its impact on an extensive reading program. Reading in a Foreign Language, 21, 93-118. Retrieve from http://nflrc.hawaii.edu/rfl/October2009/articles/loh.pdf

Krashen, S. (1984). Writing: Research, Theory, and Applications. Oxford: Oxford University Press.

Krashen, S. (1989). We acquire vocabulary and spelling by reading additional evidence for the input hypothesis. The Modern Language Journal, 73, 440-464. doi: 10.2307/326879

Krashen, S. (1994). The input hypothesis and its rivals. In N. C. Ellis (Ed), Implicit and explicit learning of language (pp.45-77). London: Academic Press.

Krashen, S. (2003). Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann. 

Krashen, S. (2004). The power of reading: Insights from the research (2nd ed). Englewood, CO: Libraries Unlimited.

Lee, S. Y. (2005a). The Robustness of Extensive Reading: Evidence from Two Studies. The International Journal of Foreign Language Teaching, 1(3), 13-19. Retrieve from http://www-o.ntust.edu.tw/~syying.lee/publications/The_Robustness_of_Extensive_Reading.pdf

Lee, S. Y. (2005b). Sustained silent reading using assigned reading: Is comprehensible input enough? The International Journal of Foreign Language Teaching, 14, 10-12. Retrieve from http://www-o.ntust.edu.tw/~syying.lee/publications/Sustained_Silent_Reading_Using_Assigned_Reading.pdf

Lee, S. Y. (2007). Revelations from Three Consecutive Studies on Extensive Reading. Regional Language Centre Journal, 38, 152-172. Retrieve from http://web.ntpu.edu.tw/~lwen/publications/RELCSy_yingLee.pdf

Lee, S. Y., & Hsu, Y. Y. (2009). Determining the Crucial Characteristics of Extensive Reading Programs: The Impact of Extensive Reading on EFL Writing. The International Journal of Foreign Language Teaching, 5(1), 12-20. Retrieve from http://web.ntpu.edu.tw/~lwen/publications/Determining_the_Crucial.pdf

Lewin, K. (1946). Action research and minority problems. Journal of social issues, 2(4), 34-46.

Macalister, J. (2008). Integrating extensive reading into an English for academic purposes program. The Reading Matrix, 8, 23-34. Retrieve from http://www.readingmatrix.com/articles/macalister/article.pdf

Macalister, J. (2010). Investigating teacher attitudes to extensive reading practices in higher education: Why isn’t everyone doing it? RELC Journal, 41(1), 59-75. doi: 10.1177/0033688210362609

Mason, B., & Krashen, S. (1997). Extensive Reading in English as a Foreign Language. System, 25(1), 91-102. doi:10.1016/S0346-251X(96)00063-2
		
Ma, Y. H. (2014). Integrated reading instructional effects on EFL college freshmen’s reading attitudes and motivation. Doctoral dissertation, Tamkang Uinversity, Taiwan.

McLean, S. (2014). Evaluation of the cognitive and affective advantages of the Foundations Reading Library series. Journal of Extensive Reading, 2, 1-12.

McNiff, J. (2013). Action research: Principles and practice. London and New York: Routledge.

Mermelstein, A. D., & Leal, P. (2015). Improving EFL learners’ writing through enhanced extensive reading. Reading in a Foreign Language, 27, 182–198.  Retrieved from http://nflrc.hawaii.edu/rfl/

Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-10. doi:10.5054/tq.2010.219943

Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.

Nation, P., & Wang, M-T. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12, 355-380. Retrieve from http://nflrc.hawaii.edu/rfl/PastIssues/rfl122nation.pdf

Nishiino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19, 76-105. Retrieve from http://files.eric.ed.gov/fulltext/EJ777744.pdf

Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.) Oxford: Heinemann.

Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford: Macmillan.

Palmer, H. E. (1917). The scientific study and teaching of languages. London: Harrap.

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1-28. Retrieve from http://files.eric.ed.gov/fulltext/EJ759833.pdf

Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5(2), 28-42. Retrieve from http://www.readingmatrix.com/articles/powell/article.pdf

Renandya, W. A. (2007). The power of extensive reading. Regional Language Centre Journal, 38, 133-149. doi: 10.1177/0033688207079578

Renandya, W.A., & Rajan, B.R.S., & Jacobs, G.M. (1999). Extensive reading with adult learners of English as a second language. RELC Journal, 30(1), 39-60. doi: 10.1177/003368829903000103

Richards, J.C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics, (3rd ed.). London: Pearson Education.

Ro, E. (2013). A case study of extensive reading with an unmotivated L2 reader. Reading in a Foreign Language, 25, 213-233. Retrieve from http://nflrc.hawaii.edu/rfl/October2013/articles/ro.pdf

Robb, T. (2002). Extensive reading in an Asian context—An alternate view. Reading in a Foreign Language, 14, 142-145. Retrieve from http://nflrc.hawaii.edu/rfl/October2002/discussion/robb.html

Robb, T., & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5, 239-251. Retrieve from http://nflrc.hawaii.edu/rfl/PastIssues/rfl52robb.pdf

Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25, 234-247. Retrieve from http://nflrc.hawaii.edu/rfl/October2013/articles/robb.pdf

Rodrigo, V., Greenberg, D., Burke, V., Hall, R., Berry, A., Brinck, T., & Oby, M. (2007). Implementing an extensive reading program and library for adult literacy learners. Reading in a Foreign Language, 19, 106-119.

Rodrigo, V., & Greenberg, D., & Segal, D. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in a Foreign Language, 26, 73-91. Retrieve from http://nflrc.hawaii.edu/rfl/April2014/articles/rodrigo.pdf

Safaeia, L. A., & Bulca, M. (2013). Extensive reading and creative practices. Social and Behavioral Science, 70, 592-597. doi:10.1016/j.sbspro.2013.01.097

Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R.L. Oxford (ed.), Language learning motivation: Pathways to the new century (pp.7-90). University of Hawaii Press.

Shen, M-Y. (2008). EFL learner’ responses to extensive reading: survey and pedagogical applications. The Reading Matrix, 8(2), 111-123. Retrieve from http://www.readingmatrix.com/articles/shen/article.pdf

Sheu, S. P-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36(2), 8-26. 
Retrieve from https://ojs.lib.byu.edu/spc/index.php/TESL/article/viewFile/3834/3580

Sheu, S. P-H. (2004). The effects of extensive reading on learners’ reading ability development. Journal of National Taipei Teachers College, 17, 213-227. Retrieve from http://academic.ntue.edu.tw/ezfiles/7/1007/img/41/17-2-9.pdf

Smith, K. (2006). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. The International Journal of Foreign Language, 2, 12-15.

Swaffar, J.K. (1985). Reading authentic texts in a foreign language: A cognitive model. The Modern Language Journal, 69, 15-34. doi: 10.2307/327875

Taguchi, E., & Takayasu-Maass, M., & Gorsuch, G.J. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16, 70-96. Retrieve from http://nflrc.hawaii.edu/rfl/October2004/taguchi/taguchi.pdf

Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19, 1-18. Retrieve from http://files.eric.ed.gov/fulltext/EJ759837.pdf

Tomal, D. R. (2010). Action research for educators (2nd ed). UK: Plymouth.

Tomlinson, B. (2000). Beginning to read forever: A position paper. Reading in a Foreign Language, 13, 523-538. 
Retrieve from http://nflrc.hawaii.edu/rfl/PastIssues/rfl131tomlinson.pdf

Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. NY: Routledge.

Urguhart, A. H., & Weir, C. J. (2014). Reading in a second language: Process, product and practice. NY: Routledge.

Wang, Y. H. (2013). Incidental vocabulary learning through extensive reading: a case of lower-level EFL Taiwanese learners. The Journal of Asia TEFL, 10(3), 59-80. 
Retrieved from http://www.earticle.net/Article.aspx?sn=205001

Webb, S., & Macalister, J. (2013). Is text written for children useful for L2 extensive reading? TESOL Quarterly, 47, 300-303. doi:10.1002/tesq.70

Webb, S., & Chang, C.-S. (2015b). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? SSLA. Advance online publication. doi:10.1017/S0272263114000606

Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1-19. Retrieve from http://files.eric.ed.gov/fulltext/EJ689107.pdf

Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661-672. doi:10.1016/j.system.2008.04.003

Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25, 248-263. Retrieve from http://nflrc.hawaii.edu/rfl/October2013/articles/yamashita.pdf

Yamashita, J. (2015). In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language, 27, 168–181. 
Retrieved from http://nflrc.hawaii.edu/rfl/