Extensive Reading in English: Habits and Attitudes of a Group of Italian University EFL Students.

By B. C. Camiciottoli. 2001

102 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2005eb810a6e25b240df315d9673d980578b2218

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Hiroya Tanaka
2. C. Y. Leung
3. Paul Stapleton
4. Jim McKinley

In Language and Linguistics

1. Hiroya Tanaka
2. C. Y. Leung
3. Paul Stapleton

In Literature and Literary Theory

1. Hiroya Tanaka
2. C. Y. Leung
3. Paul Stapleton

Citations in the corpus

• Extensive reading in Japanese (2004, unknown): “There are numerous reports of ER with students learning English in both foreign and second language settings and of the benefits of reading extensively in English (e.g., Bell, 2001; Camiciottoli, 2001; Elley and Mangubhai, 1983; Mason and Krashen, 1997; Nash and Yuan, 1992; Renandya, Rajan, and Jaco”
• INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING (2007, background): “While there is abundant evidence that reading plays a significant role in learning a foreign or second language (Camiciottoli, 2001; Constantino et al., 1997; Gradman and Hanania, 1991; Janopoulos, 1984), many studies have also stressed the benefits of ER, such as its positive effect on”
• Extensive Reading and Language Learning: A Diary Study of a Beginning Learner of Japanese (2002, background): “In addition to the gains in reading proficiency, positive affect, and reading habits (Camiciottoli, 2001; Nash & Yuan, 1992; Renandya, et al., 1999; Tse, 1996), other benefits of extensive reading also include gains in listening proficiency (Elley & Mangubhai, 1983), writing ability (Mason & Krashen”
• Reading attitudes in L1 and L2, and their influence on L2 extensive reading (2004, unknown): “Crawford Camiciottoli (2001) examined self-reports from Italian university EFL learners on leisure time reading and found that the amount of L1 reading was one of the predictors of the amount of L2 reading and of L2 reading attitude (willingness to find time for L2 reading).”