Extensive Reading (ER) As a Remedial Program for Problems in EFL Reading

A substantial body of studies on extensive reading (ER) in L2/EFL demonstrates that ER can bring considerable gains in overall development: reading comprehension, reading rate, reading strategies, reading fluency, reading habits, vocabulary, writing, listening, grammar, speaking, and test-taking skills in both L2 and EFL settings. Based on the profound effects of extensive reading on overall L2/FL development including its affective and cognitive benefits, this paper suggests that the evidence for such effectiveness of extensive reading is so overwhelming that it would be unthinkable not to strongly support the use of extensive reading in our EFL curriculum as an efficient remedial program that can correct or counteract the wrongs of current EFL intensive-reading programs in Korea. For several substantial reasons other than these linguistic benefits, and with new insights and findings, and justifications, linguistic, affective, cultural, social, and cognitive, this paper suggests that extensive reading be developed into an educational movement rather than an educational approach to usher in a primary shift in our EFL settings. This paper aims to verify the view that extensive reading can go beyond a linguistic learning to a concern with making reading and learning itself pleasurable, meaningful, relevant, useful, inspirational, valuable, and therefore, much beneficial to EFL learners in the way that it can help them develop and grow linguistically, socio-culturally (including multi-culturally), cognitively, and emotionally as a whole person.