Extensive Reading in EFL Contexts

This study aims to explore EFL learners’ perceptions toward extensive reading (ER) in EFL university contexts. Korean university students in an EFL context participated in a two-hour reading course for 15 weeks, which is based on an in-class ER approach. With analysis of collected data from individual interviews and a course evaluation questionnaire conducted at the end of the semester, the results of this study indicated that the students in ER classes positively perceived ER regardless of the fact whether or not they took the ER classes for the first time. In particular, those who experienced ER for the first time reported their enjoyment of an ER approach as a new way of learning English. In addition, most participants in this study were favorable toward the ER classes in terms of linguistic and affective domains. However, difficulties and suggestions emerged in the ER classes were also noted from the participants’ responses. These findings of the present study suggest the value of incorporating ER into EFL contexts to EFL learners’ perceptions.