"The Effects of Extensive and Intensive Reading on the Development of Korean Secondary EFL Learners’ Vocabulary Knowledge"

Le résumé fourni par la source

A growing body of literature has shown the extensive reading (ER) approach to be effective on L2 learners` vocabulary knowledge development. However, the ER approach has not been prioritized in English as a Foreign Language (EFL) settings. This classroom-based, quasi-experimental study compares the impact of ER on EFL learners` vocabulary knowledge with that of conventional IR approach. A class of 38 students in a Korean EFL secondary setting participated in a one-semester ER course, while another class of 39 students participated in a one-semester IR course. The results from ANCOVA revealed that the ER approach enhances vocabulary knowledge significantly more than the IR approach. Moreover, by analyzing off-list words (low-frequency words that were unlikely to have been encountered outside of the intervention), the current study was able to minimize external influences, therefore arguably providing more convincing evidence of the positive impact of the ER approach compared to that of the IR approach.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.