Extensive reading research: What have we learned and what questions remain?

Abstract

Research to date suggests that extensive reading (ER) can help develop learners’ language competence. Students who read a great deal in the target language are more likely to develop a higher overall proficiency. This article aimed to examine the extent, range, and nature of research activities on ER and identify gaps in the existing literature on the effects of ER on language learning. To identify relevant studies, EBSCOhost, ProQuest, and Web of Science databases were searched using the following search terms: extensive reading or graded readers or free voluntary reading (TI) and extensive reading or graded readers or free voluntary reading (AB). A total of 109 studies published from 2001– 2021 were then analysed to determine the characteristics and emergent themes of prior studies on ER. Our analysis revealed that the existing studies placed greater emphasis on improving learners’ reading attitudes than learners’ linguistic abilities and language use (e.g., speaking and writing skills). Given the potential impact of ER on students’ overall language development, not just increased reading proficiency and skills, the ER research base should be substantially expanded so that we know more about its effects on diverse aspects of language learning.