Effects of Sustained Silent Reading as an ER Approach on L2 Reading Attitudes in EFL College Classrooms

The study aimed to examine the effects of extensive reading (ER) on the L2 reading attitudes of Korean EFL learners, focusing on the change of the reading attitudes. Participants were 108 first-year university students enrolled in six sections of a compulsory English course. Three of the classes were allocated to the ER group; the remaining three classes made upon the non-ER group. For the ER, eight sessions of sustained silent reading were integrated into the EFL course. Five L2 reading attitudinal variables—comfort, anxiety, intellectual value, linguistic value, and practical value—were measured, with a questionnaire administered at the beginning and the end of the ER and non-ER classes. Students’ attitudes toward ER were also examined with a survey, written comments, and interviews. The findings of the questionnaire showed that students’ comfort in the ER group increased and their anxiety towards EFL reading declined. In contrast, the non-ER group showed no significant difference in any of the L2 reading attitude variables. Results from the interview and written comments revealed not only that students had favorable attitudes but that they also had various negative opinions about ER. Based upon the findings, suggestions for research and pedagogy are provided.