{"id":{"repo_id":"salford","oai_identifier":"oai:salford-repository.worktribe.com:1336945"},"canonical_url":"https://search.dev.ndltd.org/etd/salford/oai:salford-repository.worktribe.com:1336945","repository":{"repo_id":"salford","name":"U. of Salford","base_url":"https://salford-repository.worktribe.com/oaiprovider"},"display":{"title":"Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes","abstract":"This study investigated reading comprehension, reading fluency andattitudes of students after exposure to extensive reading (ER), an approach toteaching and learning foreign languages without using a dictionary or focusing ongrammar, but aiming to get learners to read extensively by choosing books ontheir own, for general comprehension, good reading habits and enjoyment (Dayand Bamford 1998; Prowse 1999). It was conducted in the Thai context withEnglish as foreign language (EFL) students at Rajamangala University ofTechnology Thanyaburi (RMUTT) in Thailand during a period of four months,one academic semester. The teaching procedure conformed to the principles of ERwith a wide-ranging selection of graded reader books.Multiple measurements used to assess comprehension with three narrativetexts were written recall protocol, and translation tests; multiple choice questionswith twelve texts in timed reading to assess reading fluency; and a surveyquestionnaire as well as an in-depth interview to gather data on attitudes towardsextensive reading. The study employed a double-control pre- and post-test(Solomon) design: two experimental groups (N = 52 and 50) and four controlgroups (N = 46, 48, 42, and 46) of which two are excluded from the pretest toseparate out the effects caused by using the same instruments.The findings suggest positive effects of ER on the learners' readingcomprehension and provide conclusive evidence of reading fluency improvementtogether with a positive attitude towards ER. The study also revealed that credit orscore is a key factor to encourage students to read and they preferred reading in acontrolled situation in class including taking the tests of timed reading. The thesisdiscusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest thatin order to maximize the benefits of ER, an adjustment of procedures is essentialprior to the integration with language courses in the Thai and other similarcontexts.","abstract_html":"This study investigated reading comprehension, reading fluency andattitudes of students after exposure to extensive reading (ER), an approach toteaching and learning foreign languages without using a dictionary or focusing ongrammar, but aiming to get learners to read extensively by choosing books ontheir own, for general comprehension, good reading habits and enjoyment (Dayand Bamford 1998; Prowse 1999). It was conducted in the Thai context withEnglish as foreign language (EFL) students at Rajamangala University ofTechnology Thanyaburi (RMUTT) in Thailand during a period of four months,one academic semester. The teaching procedure conformed to the principles of ERwith a wide-ranging selection of graded reader books.Multiple measurements used to assess comprehension with three narrativetexts were written recall protocol, and translation tests; multiple choice questionswith twelve texts in timed reading to assess reading fluency; and a surveyquestionnaire as well as an in-depth interview to gather data on attitudes towardsextensive reading. The study employed a double-control pre- and post-test(Solomon) design: two experimental groups (N = 52 and 50) and four controlgroups (N = 46, 48, 42, and 46) of which two are excluded from the pretest toseparate out the effects caused by using the same instruments.The findings suggest positive effects of ER on the learners' readingcomprehension and provide conclusive evidence of reading fluency improvementtogether with a positive attitude towards ER. The study also revealed that credit orscore is a key factor to encourage students to read and they preferred reading in acontrolled situation in class including taking the tests of timed reading. The thesisdiscusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest thatin order to maximize the benefits of ER, an adjustment of procedures is essentialprior to the integration with language courses in the Thai and other similarcontexts.","abstract_has_math":false,"creators":["Tamrackitkun, K"],"institution":null,"degree_name":null,"degree_level":"Doctoral (Level 8)","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010","date_published":"2010","updated_at":"2026-07-24T04:26:09Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:salford-repository.worktribe.com:1336945"],"render_values":[{"text":"oai:salford-repository.worktribe.com:1336945","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["#1 FUNDER NOT LISTED"]},{"key":"dc:creator","label":"Author","values":["Tamrackitkun, K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-05-01"]},{"key":"dc:date.issued","label":"Date","values":["2010"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://salford-repository.worktribe.com/output/1336945"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral (Level 8)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:salford-repository.worktribe.com:1336945"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://salford-repository.worktribe.com/file/1336945/1/11389052.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated reading comprehension, reading fluency andattitudes of students after exposure to extensive reading (ER), an approach toteaching and learning foreign languages without using a dictionary or focusing ongrammar, but aiming to get learners to read extensively by choosing books ontheir own, for general comprehension, good reading habits and enjoyment (Dayand Bamford 1998; Prowse 1999). It was conducted in the Thai context withEnglish as foreign language (EFL) students at Rajamangala University ofTechnology Thanyaburi (RMUTT) in Thailand during a period of four months,one academic semester. The teaching procedure conformed to the principles of ERwith a wide-ranging selection of graded reader books.Multiple measurements used to assess comprehension with three narrativetexts were written recall protocol, and translation tests; multiple choice questionswith twelve texts in timed reading to assess reading fluency; and a surveyquestionnaire as well as an in-depth interview to gather data on attitudes towardsextensive reading. The study employed a double-control pre- and post-test(Solomon) design: two experimental groups (N = 52 and 50) and four controlgroups (N = 46, 48, 42, and 46) of which two are excluded from the pretest toseparate out the effects caused by using the same instruments.The findings suggest positive effects of ER on the learners' readingcomprehension and provide conclusive evidence of reading fluency improvementtogether with a positive attitude towards ER. The study also revealed that credit orscore is a key factor to encourage students to read and they preferred reading in acontrolled situation in class including taking the tests of timed reading. The thesisdiscusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest thatin order to maximize the benefits of ER, an adjustment of procedures is essentialprior to the integration with language courses in the Thai and other similarcontexts."]},{"key":"dc:title","label":"Title","values":["Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes"]}]}],"canonical_facts":{"dc:contributor.sponsor":["#1 FUNDER NOT LISTED"],"dc:creator":["Tamrackitkun, K"],"dc:date":["2010-05-01"],"dc:date.issued":["2010"],"dc:description.abstract":["This study investigated reading comprehension, reading fluency andattitudes of students after exposure to extensive reading (ER), an approach toteaching and learning foreign languages without using a dictionary or focusing ongrammar, but aiming to get learners to read extensively by choosing books ontheir own, for general comprehension, good reading habits and enjoyment (Dayand Bamford 1998; Prowse 1999). It was conducted in the Thai context withEnglish as foreign language (EFL) students at Rajamangala University ofTechnology Thanyaburi (RMUTT) in Thailand during a period of four months,one academic semester. The teaching procedure conformed to the principles of ERwith a wide-ranging selection of graded reader books.Multiple measurements used to assess comprehension with three narrativetexts were written recall protocol, and translation tests; multiple choice questionswith twelve texts in timed reading to assess reading fluency; and a surveyquestionnaire as well as an in-depth interview to gather data on attitudes towardsextensive reading. The study employed a double-control pre- and post-test(Solomon) design: two experimental groups (N = 52 and 50) and four controlgroups (N = 46, 48, 42, and 46) of which two are excluded from the pretest toseparate out the effects caused by using the same instruments.The findings suggest positive effects of ER on the learners' readingcomprehension and provide conclusive evidence of reading fluency improvementtogether with a positive attitude towards ER. The study also revealed that credit orscore is a key factor to encourage students to read and they preferred reading in acontrolled situation in class including taking the tests of timed reading. The thesisdiscusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. 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