Extensive reading in English as a foreign language

Abstract Three experiments confirm the value of extensive reading in English as a foreign language (ELF). In extensive reading, students do self-selected reading with only minimal accountability, writing brief summaries or comments on what they have read. In Experiment 1, “reluctant” EFL students at the university level in Japan did extensive reading for one semester. They began the semester far behind traditionally taught comparison students on a cloze test, but nearly caught up to them by the end of the semester. In Experiment 2, extensive readers outperformed traditionally taught students at both a prestigious university and a two-year college. In Experiment 3, extensive readers who wrote summaries in English made significantly better gains on a cloze test than a comparison class that devoted a great deal of time to cloze exercises. Gains made by extensive readers who wrote in Japanese were greater than comparisons, but the difference was not significant. Those who wrote in Japanese, however, made gains superior to both groups on a measure of writing and in reading speed.