International Journal of Pedagogics
113
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
113-115
10.37547/ijp/Volume05Issue06-31
The Impact of Extensive Reading on Reading Comprehension
and Attitudes in EFL Learners
Mansurov O‘lmas Fazliddinovich
Student, Samarkand state institute of foreign languages, Uzbekistan
Received:
14 April 2025;
Accepted:
10 May 2025;
Published:
12 June 2025
Abstract:
This study i
nvestigates the effects of extensive reading (ER) on reading comprehension and learners’
attitudes in English as a Foreign Language (EFL) contexts. Sixty intermediate-level Uzbek EFL learners were divided
into an experimental group that participated in a structured extensive reading program, and a control group that
continued traditional reading instruction. Data were collected through pre- and post-tests, attitude
questionnaires, and classroom observations over an 8-week period. Findings revealed that students exposed to
ER showed significant improvement in reading comprehension and developed more positive attitudes toward
reading in English. The study concludes that incorporating ER into EFL curricula can effectively enhance both
linguistic and affective outcomes.
Keywords:
Extensive reading, reading comprehension, EFL learners, learner attitudes, Uzbekistan, language input,
affective domain.
Introduction:
In recent decades, the importance of
reading in second language (L2) acquisition has been
widely acknowledged, especially in English as a Foreign
Language (EFL) contexts. Reading not only provides
learners with access to authentic language input but
also plays a vital role in enhancing vocabulary
acquisition, grammar awareness, and general language
proficiency. However, in many EFL settings, including
Uzbekistan, reading instruction is often confined to
intensive reading practices, which prioritize close
analysis of short texts, translation, and vocabulary
memorization. This method, while useful for building
certain academic skills, tends to overlook the
development of reading fluency and learner
motivation.
Extensive reading (ER), by contrast, advocates for large
volumes of reading at a level appropriate for the
learner, focusing on general understanding and
enjoyment rather than detailed analysis. According to
Day and Bamford (2002), ER is based on the principle
that reading more improves reading ability, fosters
positive attitudes, and increases learners’ overall
confidence in language use. Students are encouraged
to read a wide range of texts of their choice, which
promotes autonomy and engagement. Despite
substantial global evidence supporting ER, its
application in the Uzbek EFL context remains limited
due to curriculum constraints, lack of resources, and
traditional teaching mindsets. Furthermore, existing
literature suggests that ER not only improves reading
comprehension but also affects learners’ affective
domain, including their attitudes toward reading and
motivation to continue learning the language. Positive
emotional engagement has been linked to long-term
academic success, especially in language education
where anxiety and low self-esteem often hinder
performance.
METHODOLOGY
This study employed a quasi-experimental design with
a pre-test/post-test control group structure to examine
the effects of an extensive reading (ER) program on
secondary EFL learners' reading comprehension and
attitudes. The design allowed for comparison between
students exposed to ER and those taught using
traditional intensive reading methods. A total of 60
secondary school students (aged 14
–
16) from an urban
school in Tashkent, Uzbekistan, took part in the study.
All participants were at an intermediate (B1)
proficiency level based on CEFR standards. They were
randomly divided into two groups:
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Experimental group (n = 30): participated in an 8-week
extensive reading program.
Control group (n = 30): followed the regular EFL
curriculum based on intensive reading.
Both groups were taught by the same teacher to ensure
consistency in instructional quality, except for the
reading methodology.
The experimental group used graded readers from the
Oxford Bookworms and Penguin Readers series,
selected to match their proficiency level and interests.
Each student was encouraged to read at least one book
per week (approximately 800
–
1200 words per book).
They also maintained a reading journal to record
summaries, reflections, and new vocabulary. The
control group worked with the official national
curriculum textbooks and engaged in comprehension
questions, vocabulary drills, and translation exercises.
A standardized pre- and post-test was administered to
both groups. The tests measured reading speed, gist
understanding, vocabulary in context, and inferencing.
The items were aligned with CEFR B1 descriptors.
Weekly classroom observations and student reading
journals were collected to gather qualitative data on
engagement, behavior, and autonomy.
Pre-Intervention Phase: Both groups took a reading
comprehension pre-test and completed the initial
attitude questionnaire. Intervention Phase (8 weeks):
Experimental group: Engaged in independent extensive
reading sessions for 20
–
30 minutes per lesson,
followed by brief group discussions or reflective tasks.
Control group: Continued with reading passages from
the textbook and answered related questions with
teacher-led instruction.
Post-Intervention Phase: At the end of 8 weeks, both
groups took the post-test and filled out the attitude
questionnaire again. Data were then analyzed
quantitatively and qualitatively.
RESULTS
The findings of the study are presented in two sections:
quantitative results from reading comprehension tests
and attitude questionnaires, followed by qualitative
observations from reading logs and classroom sessions.
A paired-sample t-test was conducted to compare the
pre-test and post-test scores of both the experimental
and control groups. The results indicated a statistically
significant improvement in the experimental group's
reading comprehension performance after the 8-week
extensive reading program (p < 0.05). The mean score
increased from 58.3 to 74.2, reflecting an average gain
of 15.9 points (27.3%). In contrast, the control group
showed a modest increase from 57.9 to 62.4, a gain of
only 4.5 points (7.7%), which was not statistically
significant.
Group
Pre-Test Mean Post-Test Mean Gain (%) p-value
Experimental (ER) 58.3
74.2
+27.3%
< 0.05
Control (IR)
57.9
62.4
+7.7%
> 0.05
These results demonstrate that extensive reading had
a positive and significant impact on learners' reading
comprehension abilities, particularly in inferencing,
contextual vocabulary understanding, and reading
fluency.
The Likert-scale questionnaire revealed notable shifts
in learner attitudes in the experimental group. Before
the intervention, 40% of the students reported low
motivation toward reading in English, while only 18%
expressed enjoyment. After 8 weeks of ER activities,
73% reported increased interest, and 65% expressed
enjoyment, citing autonomy and choice in reading
materials as motivating factors. Furthermore, self-
reported reading confidence rose by 31%, and anxiety
levels decreased by 40%.
In comparison, the control group showed minimal
changes in affective responses, with some students
reporting boredom or fatigue with the textbook-based
reading routine. Weekly teacher observations and
student reading journals highlighted several trends:
•
Students in the ER group became more
autonomous, often selecting books beyond the
minimum requirement.
•
Peer discussions became more dynamic
and student-led over time.
•
Vocabulary usage in oral and written tasks
reflected improved contextual understanding.
•
Some students even began borrowing
English books outside classroom hours.
In contrast, the control group remained heavily reliant
on teacher guidance, and engagement levels were
inconsistent.
DISCUSSION
The findings of this study provide strong support for the
use of Extensive Reading (ER) as an effective
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
pedagogical approach to improve both reading
comprehension and learner attitudes in EFL contexts.
The statistically significant gains in the experimental
group’s post
-test scores align with prior research
suggesting that increased exposure to authentic and
level-appropriate English texts promotes deeper
cognitive engagement with the language (Day &
Bamford, 2002; Nation, 2009).
One key implication of the study is the positive
correlation between ER and learner autonomy.
Students in the experimental group demonstrated a
growing ability to choose texts, read independently,
and reflect critically on their reading experience. This
suggests that extensive reading fosters self-directed
learning, a crucial competence in language acquisition
that is often overlooked in traditional classroom
settings.
Additionally, the affective benefits observed
—
such as
reduced reading anxiety and increased enjoyment
—
are particularly noteworthy. In the Uzbek EFL context,
where classroom environments often emphasize
accuracy over fluency, these emotional shifts represent
a meaningful transformation. Learners became more
confident, more motivated, and more willing to engage
with English beyond the classroom. This aligns with
Krashen’s Affective Filter Hypothesis, which posits that
lower anxiety and increased motivation enhance
language acquisition.
Conversely, the control group’s limited progress
highlights the limitations of intensive reading (IR)
approaches that are highly structured, teacher-
centered, and typically focused on grammar and
vocabulary drills. While IR may serve specific linguistic
goals, it appears insufficient in building global reading
skills or cultivating a genuine interest in reading.
However, this study is not without its limitations. The
relatively short duration (8 weeks) and modest sample
size limit the generalizability of the findings. Moreover,
the experimental group’s performance could have
been influenced by novelty effects or teacher
enthusiasm. Future studies could explore long-term
effects of ER, examine its integration with other skills
(such as writing or speaking), and assess its impact
across different proficiency levels.
In summary, the data confirm that extensive reading is
a powerful, underutilized tool in EFL instruction that
not only enhances linguistic outcomes but also
transforms le
arners’ attitudes and behaviors toward
English reading. Its integration into Uzbek secondary
school curricula
—
along with adequate teacher training
and resource availability
—
could represent a shift
toward
more
learner-centered,
communicative
language education.
CONCLUSION
This study examined the effects of extensive reading
(ER) on the reading comprehension and attitudinal
shifts of Uzbek EFL learners in a secondary school
context. The results demonstrated that students
exposed to ER significantly outperformed their peers in
traditional
reading
programs,
not
only
in
comprehension test scores but also in motivational and
affective domains. ER enabled students to develop
better inference skills, broaden their vocabulary
through context, and most importantly, fostered a
positive and autonomous relationship with the English
language. The observed increase in confidence, reading
enjoyment, and learner independence underscores the
pedagogical value of integrating ER into the curriculum.
To maximize the impact of ER, it is recommended that:
English teachers receive training in ER methodology
and book selection strategies.
Schools invest in graded readers and digital reading
resources.
Reading logs, discussion groups, and self-reflection
become regular practices within reading programs.
Future research could expand the sample size, extend
the program duration, and explore ER’s impact on
integrated skills development, such as writing fluency
and oral expression.
REFERENCES
Bamford, J., & Day, R. R. (2004). Extensive reading
activities for teaching language. Cambridge University
Press.
Day, R. R., & Bamford, J. (2002). Top ten principles for
teaching extensive reading. Reading in a Foreign
Language, 14(2), 136
–
141.
Krashen, S. D. (1982). Principles and practice in second
language acquisition. Pergamon Press.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and
writing. Routledge.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive
reading and listening in the L2 classroom. In Willy A.
Renandya & Handoyo Puji Widodo (Eds.), English
language teaching today (pp. 97
–
110). Springer.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. (2004).
Developing reading fluency in EFL: How assisted
repeated reading and extensive reading affect fluency
development. Reading in a Foreign Language, 16(2),
70
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