Extensive Reading and Language Accuracy Development in the ESL Classroom : A case study of extensive reading and lower secondary learner language in Norway

Abstract

Reading is an activity with many positive effects, one of which is arguably language improvement. This thesis aims to reinforce this claim by exploring the effects of extensive reading on language skills amongst Norwegian lower secondary school students through a comparative analysis of written pre-and post-texts. A qualitative approach is used to analyze and identify language development following a two-month extensive reading program in an 8th-grade classroom. Additionally, a semi-structured interview with the teacher of the class is carried out. The study reveals that the participating students did not significantly improve their language accuracy throughout the reading period, although some of them showed progress. The results also clarify the significance of task type, context, and individual factors on learner errors and error analysis. The study presents a comprehensive analysis of authentic learner language, which may motivate other teachers and researchers to implement similar methods in their teaching. “Good things happen when EFL students read extensively in English. Reading a large amount of easy material helps them learn to read –students learn to read by reading, not by translating, studying grammar, or acquiring learning strategies” (Day, 2013, p. 22) Keywords: extensive reading, writing, language teaching, language learning, language acquisition, Fagfornyelsen 2020, ESL classroom