article 49th

Clarisa Livia
16611022


Few studies have examined the development of foreign language learners’ reading rates through extensive reading. The previous studies conducted have methodological limitations with regards to their research design or interpretation of results. To address these limitations, this study investigated the impact of extensive reading and grammar-translation on reading rate development using an experimental research design with evidence that time spent conducting the respective treatments was similar. 


 This study provides evidence of both the effectiveness and efficiency of developing reading rates through extensive reading relative to traditional reading instruction with grammar-translation exercises. Pedagogical implications include allocating more time for extensive reading and questioning the value of the grammar-translation approach. In addressing the call for stronger evidence than quasi-experimental studies, this research demonstrates that classroom-based experimental reading studies which control for time-on-task are feasible.