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THE BENEFITS OF EXTENSIVE READING IN EFL CLASSROOM
To`rayeva Muxlisa Jasur qizi
Student of Uzbekistan state world languages university.
Faculty: Foreign language and literature:English language
Abstract :
Extensive Reading (ER) is an effective and engaging approach in
language learning that focuses on reading large quantities of easy and enjoyable texts
for general understanding and pleasure. Unlike intensive reading, ER emphasizes
student autonomy, fluency, and motivation through self-selected reading without
tests, exercises, or the frequent use of dictionaries. This article explores the
fundamental principles of ER, its benefits, and its implementation in language
classrooms. Drawing on the work of leading scholars such as Day, Prowse, and
Maley, the article highlights the key characteristics that make ER a successful and
transformative practice in developing reading fluency and fostering a lifelong love of
reading among language learners.
Key words:
Extensive Reading, language learning, reading fluency, reading
comprehension, free voluntary reading, student autonomy, ESL/EFL, graded readers,
reading strategies, language acquisition.
Annotatsiya:
Keng qamrovli o'qish (ER) til o'rganishda samarali va qiziqarli
yondashuv bo'lib, umumiy tushunish va zavqlanish uchun katta hajmdagi oson va
yoqimli matnlarni o'qishga qaratilgan. Intensiv o'qishdan farqli o'laroq, ER
testlarsiz, mashqlarsiz yoki lug'atlardan tez-tez foydalanmasdan mustaqil o'qish
orqali o'quvchilarning avtonomiyasi, ravonligi va motivatsiyasini ta'kidlaydi. Ushbu
maqolada ERning asosiy tamoyillari, uning afzalliklari va lingafon sinflarida
qo'llanilishi ko'rib chiqiladi. Maqola Day, Prows va Maley kabi yetakchi olimlarning
ishlariga asoslanib, ERni ravon o‘qishni rivojlantirish va til o‘rganuvchilarda
umrbod o‘qishga muhabbat uyg‘otishda muvaffaqiyatli va o‘zgaruvchan amaliyotga
aylantiruvchi asosiy xususiyatlarni ta’kidlaydi.
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Kalit so’zlar:
Keng qamrovli oʻqish, til oʻrganish, ravon oʻqish, oʻqishni
tushunish, bepul ixtiyoriy oʻqish, talaba avtonomiyasi, ESL/EFL, baholangan
oʻquvchilar, oʻqish strategiyalari, til oʻzlashtirish
"Extensive reading" as a language teaching/learning procedure is that it is
reading of large quantities of material or long texts, for global or general
understanding, with the intention of obtaining pleasure from the text. Further, because
reading is individualized, with students choosing the books they want to read, the
books are not discussed in class.
Extensive reading means that students read many and easy books for
information and enjoyment. Students are encouraged to read by selecting any book
they want. If the selected books are very difficult to understand, then they can stop
reading and select other book.
In other words, when students read extensively, they read very easy,
enjoyable books to build their reading speed and reading fluency. The aim of
Extensive Reading is to help the student become better at the skill of reading rather
than reading to study the language itself. When students are reading extensively they
READ:
R
ead quickly and
E
njoyably with
A
dequate comprehension so they
D
o not need a dictionary
In order to read quickly and fluently (at least 150-200 words per minute or a little
lower for beginning students), the reading must be easy. If there is too much
unknown language on the page, it creates problems which slow the natural
movement of the eye and affect comprehension and turn the fluent reading into a
form of ‘study reading’. Extensive Reading is sometimes known as Graded Reading
or Sustained Silent Reading.
What is Extensive Reading (ER)?
Extensive Reading is often referred to but it is worth checking on what it actually
involves. Richard Day has provided a list of key characteristics of ER (Day 2002).
MODERN EDUCATION AND DEVELOPMENT
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This is complemented by Philip Prowse (2002). Maley (2008) deals with ER
comprehensively. The following is a digest of the two lists of factors or principles
for successful ER:
Students read a lot and read often.
There is a wide variety of text types and topics to choose from.
The texts are not just interesting: they are engaging/ compelling.
Students choose what to read.
Reading purposes focus on: pleasure, information and general understanding.
Reading is its own reward.
There are no tests, no exercises, no questions and no dictionaries.
Materials are within the language competence of the students.
Reading is individual, and silent.
Speed is faster, not deliberate and slow.
The teacher explains the goals and procedures clearly, then monitors and guides the
students.
The teacher is a role model…a reader, who participates along with the students.
The model is very much like that for L1 reading proposed by Atwell (2006). It has
been variously described as Free Voluntary Reading (FEVER), Uninterrupted Silent
Reading (USR), Sustained Silent Reading (SSR), Drop Everything and Read
(DEAR), or Positive Outcomes While Enjoying Reading (POWER).
REFERENCES
1.Day, R. R. (2002). Top Ten Principles for Teaching Extensive Reading. Reading
in a Foreign Language, 14(2), 136–141.
2.Maley, A. (2008). Extensive Reading: Why it is good for our students... and for
us. TeachingEnglish, British Council.
3.Prowse, P. (2002). Top Ten Principles for Teaching Extensive Reading: A
Response. Reading in a Foreign Language, 14(2), 142–145.
4.Atwell, N. (2006). The Reading Zone: How to Help Kids Become Skilled,
Passionate, Habitual, Critical Readers. Scholastic Inc.
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https://www.teachingenglish.org.uk/professional-development/teachers/knowing-
reading#:~:text=This%20is%20an%20'extensive%20reading,discussion%20or%20
