MAE990 | Hajeera Shaheen Kadar

THE INFLUENCE OF EXTENSIVE READING IN THE VOCABULARY

DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN INDIA

INTRODUCTION:

Reading is best learned through reading. The role and importance of reading in second

language vocabulary learning have received more attention in recent years. Over the past few

decades, a great deal of research has been carried out focusing on the relationship between

extensive reading and vocabulary development. However, most of the studies uphold the belief

that ESL students can acquire vocabulary and can strengthen them through reading, most

specifically through extensive reading. Many approaches are used in SLA to teach vocabulary

for L2 learners but only a few strategies are considered to be effective. According to many

studies, ER is found to be a successful approach in developing the first and second language

learning of students.

ER is closely related to both the first and second language learners where they

read a large number of texts in order to obtain a holistic understanding of the text. When it

comes to ER, students rather than focusing on the individual words and sentences, tend to focus

more on the overall understanding of the text (Bamford & Day, 1998). A plethora of research

has shown the benefits of extensive reading and vocabulary development in second language

learning. However, most of the second language teachers in India follow intensive reading in

their language classrooms which can help students to learn the language, but they cannot

acquire it. According to most of the researchers, extensive reading is considered to be one of

the most successful programs in acquiring a foreign language. Therefore, this proposed study

will aim to examine the major research gap in the Indian context focusing on how extensive

reading can improve the vocabulary development of secondary school students in India.

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LITERATURE REVIEW:

Intensive vs. Extensive reading:

Nuttall (1982) asserts that “the best way to improve your knowledge of a foreign

language is to go and live among its speakers and the next best way is to read extensively in it”

(p. 168). There is a difference between ‘learning to read’ and ‘reading to learn’ (Extensive

Reading Foundation, 2011, p.2). The difference between intensive and extensive reading is that

Intensive Reading (IR) is usually teacher-centered where students read a short piece of text

with close guidance from the teacher, and it is all about textbook reading which is also called

‘study reading’ whereas extensive reading is a student-centered approach. The main goal of IR

is to read the given piece of text again and again to extract its literal meaning, understand the

substance, and subject matter of the text, also to improve the grammar and vocabulary

knowledge along with the reading skills. IR is used predominantly in teaching reading in most

language classrooms where the teacher will select what to read and when to read (Miller, 2011).

However, students need to read extensively to enhance their love for reading.

Extensive Reading (ER) is a casual reading where students are enthralled in reading a

book, newspaper, or magazine for acquiring information for pleasure. In this type of reading

students “read a lot of easy material in the new language” (Bamford & Day, 2004, p.1).

According to Grabe and Stoller (2011), ER exposes learners to “large quantities of reading

material within their linguistic competence” (p. 259). Extensive reading is defined by Day et

al., (1991) as “a strategy which enables the learners to meet new words in their texts and by

looking immediately at these unfamiliar words, they will be able to deduce the meanings

precisely since they have encountered the words before”. According to Bamford “extensive

reading is a language teaching procedure where learners are supposed to read large quantities

of materials or long texts for global understanding, the principal goal being obtaining pleasure

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from the text”. ER will enable the L2 learners to learn new words as they come across new

vocabulary in their text. Two important concepts can be drawn from these definitions:

1. In an extensive reading environment, students can freely choose the text they want

to read (self-selected readings) where the reading material will be within their

reading proficiency.

2. Students can stop their reading at any point if they find their text to be difficult or

if they do not find pleasure in reading the material they selected (Day & Bamford,

2002)

3. Therefore, students’ level of interest, knowledge, and understanding of language is

the key parameters that determine the rightness of the text to be read (Planagan &

Custance, 2018; Renandya, 2007). Therefore, the material given in extensive

reading should provide opportunities for the students to understand it without any

support from an external source.

ER is considered to be an effective approach in teaching second language learners as both the

reading and vocabulary acquisition takes place concurrently (Huckin and Coady, 1999).

Moreover, the focus of L2 learners in this type of reading is more on the general meaning of

the text (without going in detail) than on the individual words or sentences (Brown, 2002). A

wide range of studies examined that extensive reading has made a significant contribution to

language competence, specifically in terms of developing vocabulary and grammar knowledge.

The studies on extensive reading have made positive impacts in all aspects of language

learning: writing (Tsang, 1996; Hafiz & Tudor, 1989), grammar (Mccarthy, 2000; Yang, 2001),

reading speed and comprehension (Belgar, Hunt & Kite, 2012; Matsui & Noro, 2010), reading

processing (Paran, 1996), vocabulary (Grabe & Stoller, 1997; Horst, 2005; Poulshock, 2010;

Pigada & Schmitt, 1996; Chang and Renandya, 2017), and general L2 competence (Iwahori,

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2008). Most of the studies on ER have identified positive impacts on vocabulary development

and L2 reading abilities (Horst, 2005; Webb & Chang, 2015; Pigada & Schmitt, 2006). The

relationship between vocabulary development and reading is pointed out by Eskey (2005) as

“well-documented and reciprocal” (p.567). Therefore, students who do enormous reading will

have the highest probability in developing their vocabulary knowledge. Besides improving the

vocabulary of L2 students, ER also substantially contributes to reading comprehension

(Krashen, 1993; Nation, 1997), enriches grammar knowledge (Mccarthy, 2000; Elley, 1991),

motivates students towards learning; develop their speaking and listening skills (Pianta &

Mana, 2013), and improves the writing skills of the students (Tsang, 1996).

Conceptual Framework:

The theory that underpins extensive reading is Krashen’s (1997) input or

comprehension hypothesis. This theory suggests that the students can advance in language

learning when the input received by them is slightly above their existing level. According to

him, extensive reading will induce language acquisition for L2 learners with certain

preconditions. These conditions include enough exposure to the language, interesting and

engaging materials, and a stress-free learning environment. As stated by Krashen (1985), input

for this approach should be interesting, understandable, and it should not be sequenced

grammatically and at the same time, it should be available in large quantities.

The input or comprehension hypothesis states that “we acquire language and develop

literacy when we understand messages, that is when we understand what we hear and what we

read when we receive comprehensible input” (Krashen, 2003, p.1). The thrust of the input

hypothesis is that the readers should receive comprehensible input either through hearing or

reading language forms that are slightly above their existing level. This hypothesis claims that

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when the students obtain comprehensible input, they tend to acquire the features of language

skills such as grammar and vocabulary knowledge more easily (Krashen, Lee & Lao, 2017).

Krashen also highlighted the significance of reading in second language acquisition

who emphasized that students who do more reading can perform higher on comprehension than

the students who read less in a second language. According to him, vocabulary and structure

in the reading materials which contain only a little bit beyond their existing level of competence

will be best suitable for the student’s second language acquisition. When the text selected is

much lower or sharply higher than their existing language proficiency then it will not be

effective enough for the language acquisition. Krashen’s input hypothesis states that students

get exposed to new structures, expressions, words, and different facets of discourse more

repeatedly which enables them to “form ideas of the meaning and usage of new features”.

When learners encounter new words more repeatedly, they will be able to extend their meaning

just as they acquire in their first language (Savas, 2009).

The four strands:

The principle of the four strands by Paul Nation (2015) states that each strand (meaning-

focused input, meaning-focused output, language-focused learning, and fluency development)

should receive roughly equal attention in a well-balanced language course. It should provide

an opportunity for input, reading, output. According to him, a well-balanced reading course

should include intensive reading, extensive reading, and development in reading speed –

particularly with a speed-reading course (focusing largely on input rather than on output). It

should also assist fluency development for learners.

Of all these strands, ER conforms to meaning-focused input and fluency development

strand. Nation (2015) points out that meaning-focused input should involve ER for about two-

thirds of the strand where the student will be given the opportunity to read books or text that

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will contain fewer unknown vocabulary words and in the fluency development strand, students

can read easy, familiar text with known vocabulary or grammatical features. The process of

vocabulary acquisition through ER is described by Nation (2001) in three steps: 1)

Encountering – initial learning 2) Establishing – retrieval of the new term through repeated

encounters in the long-term memory 3) Elaborating – perceiving different relations of words

in distinct contexts. According to Nation (2007), “the strands draw on the input hypothesis and

learning from extensive reading, the output hypothesis, studies on form-focused teaching, and

the expansion of speaking and reading fluency respectively” (p. 1). Extensive reading should

be included in EFL programs to increase the vocabulary size and to develop the fluency of L2

learners with familiar vocabulary.

A plethora of research has found that ER has a tremendous impact on language learning.

The influence of extensive reading in the vocabulary development of L2 learners continues to

receive much attention in both the first and second language research and pedagogy. As the

scholars proceed with the further exploration on how extensive reading promotes vocabulary

growth, the study conducted by Horst (2005) in an authentic extensive reading environment

showed that the students have learned “well over half of the unfamiliar words” (376) when they

do reading for pleasure. This study was carried out in an ESL setting for six weeks which

examined the vocabulary growth of 21 adult immigrant L2 learners. To measure the extent of

vocabulary growth of the learner’s, the researcher used innovative methods such as lexical

frequency profiling, electronic scanning, and a checklist of vocabulary items. To determine the

vocabulary profile of the students, Vocabulary Level Test (VLT) was carried out in this study.

The results of the pre-test and post-test showed that students were able to gain new words

through extensive reading.

The case study of Pigada and Schmitt (2006) also analyzed the growth of lexical

knowledge of a French learner through extensive reading. The researchers examine the

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acquisition of spelling, word meaning, and grammatical knowledge (three types of vocabulary

knowledge). The results of the study showed that the participant was able to develop

vocabulary knowledge of 65% of target words through extensive reading. Furthermore, the

participant accomplished the spelling benefitting for both nouns and verbs by reading which

was very similar to the results of Day (1998) and Swan (1998) on the “causal relationship”

between second language reading and spelling.

Similar research was carried out by Suk (2017) for 15 weeks with 171 Korean EFL

students studying English as a Foreign language (ESL) which investigated the influence of ER

on the different aspects of language learning (reading rate, reading comprehension, and

vocabulary acquisition). For this study, the researcher designed a vocabulary level test that

involved words that appeared frequently in various vocabulary lists across 155 graded readers.

Overall, the results drawn from this study showed that the extensive reading approach played

a pivotal role in improving the vocabulary learning of EFL students than improving the reading

comprehension and reading rate.

Webb and Chang (2015) examined the impact of extensive reading for 82 EFL students

in Taiwan for over 13 weeks with the help of audio on vocabulary learning. As in the study of

Pigada and Schmitt (2006), this study carried out the vocabulary level test (VLT) to determine

the vocabulary profile of students. The researchers selected the readers based on the vocabulary

level test (graded readers (10) – level 1 and graded readers (3) – level 2). The outcome of the

study showed that students who did extensive reading received larger vocabulary gains (19.68

words) than the students who received form-focused instruction (4.43 words). This study also

highlights that the students with lower English proficiency can acquire greater vocabulary

knowledge through the use of extensive reading with audio support.

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McQuillan (2019) in his study analyzed the effectiveness of direct instruction and

pleasure reading in acquiring academic vocabulary. For this study, he used a large corpus of

young, popular adult fiction to analyze the repetition of academic words in these novels and

determined the possibility of the words that students acquire incidentally. This study showed

students who did extensive reading were between two and six times more productive than the

students who received direct instruction in acquiring academic vocabulary. A similar study by

Song (2020) also examined the vocabulary development and reading comprehension of twenty-

nine EFL primary school students through the extensive reading program for eight weeks. Out

of 29 students, sixteen graded readers were selected for the research from the Oxford

Bookworms Library series. The results of the study indicated that ER program exhibited three

times the higher growth rate in vocabulary acquisition than in their reading comprehension.

Also, novice level EFL learners were able to pick up new words more naturally when they did

their pleasure reading. The result of the study conforms to Krashen’s Input hypothesis where

the students were able to acquire vocabulary knowledge more easily through comprehensible

input.

The study of Tsang (1996) investigated a group of Cantonese-speaking students in

Hongkong who took part in three different English programs which included regular plus

extensive reading, frequent writing practice, and regular plus mathematics program. The results

of his study showed that the students who participated in the extensive reading programs were

found to be significantly effective than the regular plus writing and mathematics programs.

Concerning language use and content, the ER program is considered to be more productive and

effective in improving the vocabulary growth of the students than the other two programs.

Atilgan (2013) used classroom-based inquiry to explore the influence of extensive

reading on writing in terms of vocabulary development. To analyze the effectiveness of ER,

Atilgan (2013) made use of the writing essays of ten students from the English composition

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course, in which five students wrote an essay as homework from the daily class reading

(textbook reading) and the other five students did an extensive reading to write their essay.

Vocabulary Analysis Program Compleat Lexical Tutor Vocabprofile was used to examine the

language output of the students. The findings showed that the students who wrote essays after

their extensive reading were able to produce more content words in their writing than the

students who did the intensive reading. This comprehensive input reading as stated by Krashen

(1993) has made the students use more variety of words in their essay thus making richer

content.

Similar small-scale classroom research was carried out by Tiryaki and Tutunis (2012)

with 100 elementary level students at a private university to investigate whether or not ER

helps in the vocabulary development of students. Students were divided into control and

experimental group. The students in the experimental group in addition to the coursebooks read

graded readers extensively whereas the students in the control group only read English in the

classroom (textbook or intensive reading). The results of the study showed that the students

who learned through extensive reading have made a positive impact on their vocabulary

development. It also allowed the students to ensure more word learning and even the reluctant

learners were able to improve the range of the words by reading extensively.

An investigative analysis was carried out by Carolina, Yadira, Oswaldo, Antonio &

Antonio (2019) with 48 first-level university students at Ambato to analyze the vocabulary

development through extensive reading. This research was achieved through an intervention

plan with a handbook of 19 vocabulary activities to assess the vocabulary knowledge of

students and an observation card was used to determine their attitudes and behavior towards

extensive reading. A questionnaire was also used associated with the word form and word

knowledge with its meaning. The correlation analysis at the end of the study showed that there

exists a relationship between extensive reading and vocabulary knowledge. Also, the results

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showed that the use of extensive reading can improve the vocabulary of students by building

their interest in reading.

Iqbal (2017) researched with 1040 school students at Bahawalpur to analyze the effects

of extensive reading on the vocabulary development of students at an elementary level. The

researcher employed various tests during his study to record the observation (Vocabulary test,

meaning recognition test (multiple choice), word-recognition, and word-translation test). The

findings of the research revealed that extensive reading made an overall improvement in the

vocabulary development of students. Also, the results indicated that the students showed

outstanding progress in the retention of new vocabulary.

All the above-reviewed literature confirms to the belief of most of the researchers that

through comprehensible input EFL learners can improve their language learning (vocabulary

development). Nation (1995) view ER as a major source for improving the vocabulary growth

in EFL learners. According to most of the researchers, extensive reading is considered to be an

important facet of vocabulary teaching as it increases the sight vocabulary (Coady, 1997; Day

& Bamford, 1998).

Research Questions:

In the Indian context, the term ‘extensive reading’ will be new as students are not

exposed to this kind of reading in their language classrooms. Since the students are taught

based on the exam curriculum they are exposed only to intensive reading. Most of the schools

in India allow the students to learn new words only by memorizing it. Not much research has

been carried out in India examining the relationship between extensive reading and vocabulary

development. This research proposal aims to bridge this gap in the literature by investigating

the influence of ER in terms of vocabulary development. It aims to answer the following

research questions:

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1. To what extent does extensive reading help in the vocabulary development of secondary

school EFL learners?

2. What are the positive impacts of extensive reading in terms of understanding its

meaning?

METHODOLOGY:

Participants:

This study will be carried out in a secondary school in Tamil Nadu, India where the

students will learn English as a Foreign language. 250 EFL students will be selected for the

study. The students will be chosen from grade 8 between the age group of 15 and 16 where the

students usually struggle to learn new words. Out of 250 students, only 150 students (80 female

and 70 male) will be selected for the study based on the teacher’s suggestion and student’s

willingness to take part in the study. Also, the participants selected for this study will learn

English as a compulsory subject in their schools and the instructions received will also be in

English.

Research Design:

To examine the positive impacts of extensive reading in terms of vocabulary

development and understanding its meaning mixed method will be used in this research. Since

this will be mixed method research, the data will be analyzed both quantitatively and

qualitatively. The main aim of this proposed study is to examine the extent of vocabulary

development of students by comparing the test results before and after doing extensive reading

and a vocabulary test will be carried out to analyze the positive impact of ER in understanding

the meaning of the word. A close-ended questionnaire will also be employed to the students to

find out the effectiveness of the extensive reading program in their language classrooms. The

research will be carried out for 3 months after the students get admitted into their secondary

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level. As schools in Tamil Nadu will have an entrance exam for the students getting admitted

to secondary schools, this research will be set after completing their first term examination in

their grade 8. For this research, the effectiveness of extensive reading will be analyzed before

and after implementing extensive reading in their classrooms.

Ethical considerations:

The data for this study will be collected from the three tests and also from the

questionnaire (triangulation) to analyze the influence of extensive reading in the vocabulary

development of secondary school students in India. However, both the researcher and

participants will face some ethical challenges in terms of confidentiality, anonymity, and

informed consent. Before the study, students will be asked to sign the informed consent form

which will admit that the rights of the participants will be secured. Also, the confidentiality and

anonymity of the participants will be secured without revealing their identity and names in data

collection, findings, and analysis of the study. Students will also be given time to ask questions

and address if they have any concerns or problems. The participants will also be given enough

time (one week) to read the consent form and to decide whether or not they want to take part

in this study. Students will be asked to complete their questionnaire individually in a separate

room without any disturbance from the other participants.

Data Collection:

This sort of research will require in-depth analysis and tests will be given to the

participants to analyze the data quantitatively and a questionnaire will be used to find out the

student’s understanding of extensive reading. Since this research will be carried out in school,

data for this study will be collected during the school time through the vocabulary test which

will be implemented before the beginning of the study and after the implementation of

extensive reading.

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The vocabulary test used in the study of Waring and Takaki (2003) will be administered

to the participants where three types of vocabulary tests will be used: word-recognition test,

word translation test, and multiple-choice meaning recognition test. The tests will be carried

out two times as immediate and delayed tests. The immediate test will be used to examine the

number of words students know at the beginning of the study and delayed tests will be used to

examine the new words that the participants learned after the extensive reading program. The

text will be selected from the grader readers based on the interest of the participant. Following

Waring and Takaki (2003), 25 words (nouns, adjectives, verbs, and adverbs) will be selected

for each test (word recognition test, meaning-recognition test, and meaning translation test)

from the graded readers to make the test reliable. The test will take place for 60 minutes and

the participants will need to answer all the 25 items in each test both in the immediate and

delayed tests. Also, close-ended questionnaire will be employed to the participants at the end

of the study to analyze their understanding of the extensive reading program. Students will be

given 15 minutes to complete their survey.

Analysis of data:

For the analysis of data both qualitative and quantitative methods will be used. To

examine the test results quantitative method will be used and a qualitative approach will be

used for analyzing the questionnaire.

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Test time Test type

At the beginning of the study 1. Word recognition test

At the end of the study (3 months 1. Word recognition test

Adopted from the study of Waring and Takaki (2003)

To examine the extent to which learners developed their vocabulary knowledge after their

extensive reading program, both inferential and descriptive statistics will be used for the two

measures. To answer the research questions, the results of the test will be then compared and

analyzed by comparing the mean (X) and standard deviation (SD) by conducting One Way

Repeated Measures ANOVA using the SPSS software. The mean score of all the three test

types at the beginning of the study and after ER program will be compared and analyzed. If the

mean score of all the three test results at the end of the study after implementing an extensive

reading program is higher than the mean score of the test results at the beginning of the study,

it can be then analyzed that extensive reading helped in the vocabulary development of students

and also helped in terms of understanding its meaning. Also, for analyzing the questionnaire

used by the student’s, a thematic analysis will be used as Braun and Clarke (2006) consider it

to be a “suitable method to discover, analyze, and report themes and patterns from the data

collected” (p. 79).

CONCLUSION:

Considering this research in a theoretical perspective, this will support Stephen

Krashen’s input hypothesis thus indicating that extensive reading, when provided with
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comprehensible input in a stress-free environment, can contribute to the development of second

language learner’s skills. Also, it will motivate the students to read more books as they will

consider this to be a pleasurable activity improving their language skills. However, more

research has to be carried out in the Indian context exploring the effects of extensive reading

in different aspects of language learning. In EFL contexts, “the use of reading and other input

sources may be the only practical options for out of class language development for some

learners” (Nation, 2001, p.155) as improving the vocabulary through explicit teaching may

seem to be difficult during the short period of time, they spend in the language classroom.

Number of words: 4304

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APPENDIX 1: QUESTIONNAIRE

1. Do you think that you can make richer vocabulary when you read a lot of books in the target

language? State the reason for your answer.

2. Do you feel uneasy when you read difficult texts?

3. Do you find it easier to read a text when it is within your target language?

4. Can you able to recognize vocabulary more easily when you get exposed to those words

repeatedly in your readings?

5. Do you feel interested to read a book that is of your interest in the target language?

6. Do you think that you can improve the spelling of words when you are continuously exposed

to familiar words? Explain the reason for your answer.

7. Do you think that an extensive reading program should be implemented in your school?

8. Do you feel that reading a lot of books in a free environment is time-consuming?

9. Do you feel frustrated to referring to the dictionary often in a single text?

10. Are you able to retain the words while writing that you acquired through extensive reading?

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