INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING

By Hiroya Tanaka, Paul Stapleton. 2007

91 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1962d247be536669e9681fe09f4510128ca964f3

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Citations in the corpus

• The effectiveness of ER on reading proficiency: A meta-analysis (2016, unknown): “…0.24 0.09 1.03 V Sims (1996) Group A 30 0.80 0.27 0.27 1.33 RC Sims (1996) Group B 30 0.64 0.26 0.13 1.15 RC Smith (2006) 51 0.24 0.20 -0.15 0.63 RC Tanaka & Stapleton (2007) 96 0.40 0.15 0.11 0.69 RC, RR Tsang (1996) 48 0.60 0.21 0.19 1.01 V Reading in a Foreign Language 28(2) Weitz (2003) 43…”
• Effective extensive reading outside the classroom: A large-scale experiment (2013, background): “Tanaka and Stapleton (2007), in an experiment in a Japanese high school, demonstrated that their " treatment group, especially those who read graded readers, scored significantly higher in reading speed and comprehension than the control group " that did no extensive reading (p.115).”
• Vocabulary learning through reading: Does an ELT course book provide good opportunities? (2010, background): “Tanaka and Stapleton (2007) report that Japanese EFL high school learners tend to engage in intensive reading using short texts rather than extensive reading.”