Improving IELTS speaking skills of EFL learners through the extensive reading at a tertiary level
Keywords:
Extensive reading, IELTS Speaking Test, self-confidence, motivation.
Abstract
Extensive reading has increased its popularity globally as it offers flexibility to choose any book and read in an increasing volume to derive pleasure. Accordingly, the number of studies regarding it has increased in the last two decades. It has been observed that a gap is prevalent in the literature to measure the effects of ER on students’ speaking competence through a standardized test at a tertiary level in Iraq context which has prompted the researcher to conduct this study. In this regard, the present study was carried out to investigate the effects of extensive reading on students’ speaking competence through the IELTS Academic Speaking Test within a span of 10 weeks. 45 Foundation English course students who joined lessons actively at TISHK International University in Erbil, Iraq were chosen by convenience sampling method in the 2022-2023 Academic Year. The data were collected through speaking exams and interviews in this mixed methods design study. Collected data analysed by SPSS 23 or NVivo revealed that extensive reading substantially increased students' marks in the IELTS Speaking test, restored their self-confidence, improved their motivation and affected their overall attitudes towards learning English in a pleasurable way. This study's implications can provide a basis for education stakeholders who are considering introducing an extensive reading-enriched program at educational institutions.
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References
Abdulrahman, S. A., & Kara, S. (2023). The Effects of Movie-Enriched Extensive Reading on TOEFL IBT Vocabulary Expansion and TOEFL IBT Speaking Section Score. Journal of Qualitative Research in Education, 33.
Alqadi, K. R., & Alqadi, H. M. (2013). The effect of extensive reading on developing the grammatical accuracy of the EFL freshmen at Al Al-Bayt University. Journal of Education and Practice, 4(6), 106-113.
Andrés, I. C. (2020). Enhancing Reading Comprehension through an Intensive Reading Approach. HOW, 27(1), 69-82.
Archer, A. V. (2012). Analyzing the extensive reading approach: benefits and challenges in the Mexican context. HOW, 19(1), 169-184.
Arnold, N. (2009). Online extensive reading for advanced foreign language learners: An evaluation study. Foreign Language Annals, 42(2), 340-366.
Ateek, M. (2021). Extensive reading in an EFL classroom. Impact and learner’s perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109-131.
Baghaei, S., Bagheri, M. S., & Yamini, M. (2020). Analysis of IELTS and TOEFL reading and listening tests in terms of revised bloom’s taxonomy. Cogent Education, 7(1), 1720939.
Boyd, N. C., Williams-Black, T. H., & Love, F. E. (2009). Using real-world connections to engage graduate students in authentic reading and writing. Reading Improvement, 46(4), 238-247.
Budnyk, O., Rembierz, M., Arbeláez-Encarnación, T. F., Rojas-Bahamón, M. J., Arbeláez-Campillo, D. F., Chinchoy, A., & Matveieva, N. (2022). Formation of tolerance in the inclusive environment of an educational institution. Amazonia Investiga, 11(56), 305-319. https://doi.org/10.34069/AI/2022.56.08.29
Cakir, I. (2012). Promoting Correct Pronunciation through Supported Audio Materials for EFL Learners. Online Submission, 4(3), 1801-1812.
Celik, B. (2018). Effects of extensive reading on learners: How it develops certain points in vocabulary and sentence structure. International Journal of English Linguistics, 8(2), 73-84.
Celik, B., & Kara, S. (2022). Students' perceptions of the general english proficiency test: A study on Tishk International University students in Erbil, Iraq. Amazonia Investiga, 11(59), 10-20. https://doi.org/10.34069/AI/2022.59.11.1
Day, R. R. (2018). Extensive reading. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0472
Ebadi, S., Karimi, E., & Vakili, S. (2023). An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment. Language Testing in Asia, 13(1), 5.
Fujimori, C. (2007). The effects of an extensive reading program on reading and listening comprehension among senior high school students. The Bulletin of the Kanto-koshin-etsu English Language Education Society, 21, 13-24.
Gu, S., & Reynolds, E. D. (2013). Imagining extensive speaking for Korean EFL. Modern English Education, 14(4), 81-108.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian modern language review, 61(3), 355-382.
Huang, Y. C. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1), 1099187.
Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33.
Ielts.org. (2023). IELTS Speaking Rubric Available at: https://www.ielts.org/-/media/pdfs/speaking-band-descriptors.ashx
Johansson, E. (2014). Extensive reading and grammatical development: A case study within SLA. (Graduation thesis) Halmstad University, Sweden.
Khansir, A. A., & Dehghani, N. (2015). The impact of extensive reading on grammatical mastery of Iranian EFL learners. Theory and Practice in Language Studies, 5(7), 1501.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications
Mart, C. T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2(6), 91.
Milliner, B. (2019). Comparing extensive reading to extensive reading-while-listening on smartphones: Impacts on listening and reading performance for beginning students. The Reading Matrix: An International Online Journal, 19(1), 1-19.
Muravev, Y. (2023). Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment. Journal of College Reading and Learning, 53(1), 3-19.
Nakanishi, T. (2015). A meta‐analysis of ER research. Tesol Quarterly, 49(1), 6-37.
Novita, L. (2016). Relationship between reading and pronunciation and students’ speaking skills. In Proceeding of the International Conference on Teacher Training and Education, 2(1), pp. 527-532.
Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, 8(4), 999-1011.
Park, J. (2016). Integrating reading and writing through extensive reading. Elt Journal, 70(3), 287-295.
Puripunyavanich, M. (2022). The implementation of a large-scale online extensive reading program in Thailand—From decision-making to application. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 320-360.
Read, J. (2022). Test Review: The International English Language Testing System (IELTS). Language Testing, 39(4), 679-694.
Soran, A. A., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138.
Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374.
Sumara, D. J. (2002). Why reading literature in school still matters: Imagination, interpretation, insight. Routledge.
Tan, Y., Fan, Z., Wei, X., & Yang, T. (2022). School belonging and reading literacy: A multilevel moderated mediation model. Frontiers in Psychology, 13, 816128.
Tegmark, M., Alatalo, T., Vinterek, M., & Winberg, M. (2022). What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school. Journal of Research in Reading, 45(1), 100-118.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Ulker, V., & Yildiz, Y. (2021). The implementation of the authentic assessment in EFL classes in Erbil. International Journal of Social Sciences & Educational Studies, 8(2), 206-221.
Wildova, R. (2014). Initial reading literacy development in current primary school practice. Procedia-Social and Behavioral Sciences, 159, 334-339.
Yildiz, Y. (2015). Time spent in target language-oriented extracurricular activities and foreign language students’ satisfaction. In 5th International Research Conference on Education.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Alqadi, K. R., & Alqadi, H. M. (2013). The effect of extensive reading on developing the grammatical accuracy of the EFL freshmen at Al Al-Bayt University. Journal of Education and Practice, 4(6), 106-113.
Andrés, I. C. (2020). Enhancing Reading Comprehension through an Intensive Reading Approach. HOW, 27(1), 69-82.
Archer, A. V. (2012). Analyzing the extensive reading approach: benefits and challenges in the Mexican context. HOW, 19(1), 169-184.
Arnold, N. (2009). Online extensive reading for advanced foreign language learners: An evaluation study. Foreign Language Annals, 42(2), 340-366.
Ateek, M. (2021). Extensive reading in an EFL classroom. Impact and learner’s perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109-131.
Baghaei, S., Bagheri, M. S., & Yamini, M. (2020). Analysis of IELTS and TOEFL reading and listening tests in terms of revised bloom’s taxonomy. Cogent Education, 7(1), 1720939.
Boyd, N. C., Williams-Black, T. H., & Love, F. E. (2009). Using real-world connections to engage graduate students in authentic reading and writing. Reading Improvement, 46(4), 238-247.
Budnyk, O., Rembierz, M., Arbeláez-Encarnación, T. F., Rojas-Bahamón, M. J., Arbeláez-Campillo, D. F., Chinchoy, A., & Matveieva, N. (2022). Formation of tolerance in the inclusive environment of an educational institution. Amazonia Investiga, 11(56), 305-319. https://doi.org/10.34069/AI/2022.56.08.29
Cakir, I. (2012). Promoting Correct Pronunciation through Supported Audio Materials for EFL Learners. Online Submission, 4(3), 1801-1812.
Celik, B. (2018). Effects of extensive reading on learners: How it develops certain points in vocabulary and sentence structure. International Journal of English Linguistics, 8(2), 73-84.
Celik, B., & Kara, S. (2022). Students' perceptions of the general english proficiency test: A study on Tishk International University students in Erbil, Iraq. Amazonia Investiga, 11(59), 10-20. https://doi.org/10.34069/AI/2022.59.11.1
Day, R. R. (2018). Extensive reading. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0472
Ebadi, S., Karimi, E., & Vakili, S. (2023). An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment. Language Testing in Asia, 13(1), 5.
Fujimori, C. (2007). The effects of an extensive reading program on reading and listening comprehension among senior high school students. The Bulletin of the Kanto-koshin-etsu English Language Education Society, 21, 13-24.
Gu, S., & Reynolds, E. D. (2013). Imagining extensive speaking for Korean EFL. Modern English Education, 14(4), 81-108.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian modern language review, 61(3), 355-382.
Huang, Y. C. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1), 1099187.
Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33.
Ielts.org. (2023). IELTS Speaking Rubric Available at: https://www.ielts.org/-/media/pdfs/speaking-band-descriptors.ashx
Johansson, E. (2014). Extensive reading and grammatical development: A case study within SLA. (Graduation thesis) Halmstad University, Sweden.
Khansir, A. A., & Dehghani, N. (2015). The impact of extensive reading on grammatical mastery of Iranian EFL learners. Theory and Practice in Language Studies, 5(7), 1501.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications
Mart, C. T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2(6), 91.
Milliner, B. (2019). Comparing extensive reading to extensive reading-while-listening on smartphones: Impacts on listening and reading performance for beginning students. The Reading Matrix: An International Online Journal, 19(1), 1-19.
Muravev, Y. (2023). Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment. Journal of College Reading and Learning, 53(1), 3-19.
Nakanishi, T. (2015). A meta‐analysis of ER research. Tesol Quarterly, 49(1), 6-37.
Novita, L. (2016). Relationship between reading and pronunciation and students’ speaking skills. In Proceeding of the International Conference on Teacher Training and Education, 2(1), pp. 527-532.
Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, 8(4), 999-1011.
Park, J. (2016). Integrating reading and writing through extensive reading. Elt Journal, 70(3), 287-295.
Puripunyavanich, M. (2022). The implementation of a large-scale online extensive reading program in Thailand—From decision-making to application. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 320-360.
Read, J. (2022). Test Review: The International English Language Testing System (IELTS). Language Testing, 39(4), 679-694.
Soran, A. A., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138.
Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374.
Sumara, D. J. (2002). Why reading literature in school still matters: Imagination, interpretation, insight. Routledge.
Tan, Y., Fan, Z., Wei, X., & Yang, T. (2022). School belonging and reading literacy: A multilevel moderated mediation model. Frontiers in Psychology, 13, 816128.
Tegmark, M., Alatalo, T., Vinterek, M., & Winberg, M. (2022). What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school. Journal of Research in Reading, 45(1), 100-118.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Ulker, V., & Yildiz, Y. (2021). The implementation of the authentic assessment in EFL classes in Erbil. International Journal of Social Sciences & Educational Studies, 8(2), 206-221.
Wildova, R. (2014). Initial reading literacy development in current primary school practice. Procedia-Social and Behavioral Sciences, 159, 334-339.
Yildiz, Y. (2015). Time spent in target language-oriented extracurricular activities and foreign language students’ satisfaction. In 5th International Research Conference on Education.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Published
2023-04-30
How to Cite
Shareef, L. A. (2023). Improving IELTS speaking skills of EFL learners through the extensive reading at a tertiary level. Amazonia Investiga, 12(63), 123-133. https://doi.org/10.34069/AI/2023.63.03.11
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