Extensive reading is gaining credibility as an effective way of boosting students’ affect especially in an English as a Foreign Language (EFL) context where access to a second language (L2) input is minimal. This study uses a pattern-matching, single case study research design to examine an adult reader’s motivation and anxiety shifts towards second language reading. Motivation and anxiety were measured through three self-reported questionnaires, three interviews, and observations in 24 extensive reading sessions over an 8-week period. A total of 174 minutes of interviews were audio-taped, transcribed, and analyzed through content analysis. Results suggest that pleasure reading lowered the participant’s fears while increasing motivation towards second language reading. Moreover, the contributing factors for anxiety reduction (confidence, comfort or ease, and enjoyment) and motivation enhancement (convenience or accessibility, satisfaction, comfort or ease, enjoyment, and usefulness) as well as the pedagogical implications for teaching unmotivated readers are discussed.
description.provenance:
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Previous issue date: 2013-10
endingpage:
233
identifier.doi:
10125/66869
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66869
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Extensive Reading
site_url:
/rfl/item/280
startingpage:
213
subject:
extensive reading L2 reading motivation L2 reading anxiety L2 reading affective dimensions of language learning
title:
A case study of extensive reading with an umotivated L2 reader
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