Approaches to Implementing Extensive 2012

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THE JAPAN EXTENSIVE READING ASSOCIATIoN (JERA) &

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ER SIG

FeaturedSpeakers..........
ERWC1ScholarshipRecipients.....
Session
Abstractsin ChronologicalOrder....
Pre-Congress
Workshops...
4 September.
5 September.
Indexof Presenters
and Exhibitors

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3
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6
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'.......28
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WelcomingComments
Welcomefrom the Universitv President
It is my greatpleasureto extenda wafin welcometo all of
you who are attendingthe First ExtensiveReadingWorld
Congresshere on our campus. We at Kyoto Sangyo
Universityhavealwaysrecognizedthe importanceof interwhich is
nationalizationand cross-culturalcommunication
oneof the primarypu{posesof leaminga foreignlanguage.
This, in fact, was one of the threeidealsupon which this
universitywas foundedalmost50 yearsago.We areproud
of the fact that we offer cowses in a wide variety of
languagesincluding Arabic, Chinese,English, French,
German,lndonesian,Korean, Russian,Sanskrit,Spanish
andVietnamese.

We are equally proud of the fact that Kyoto Sangyo University has applied an
extensivereading approachfor over twenty years and has a library that fully supports
its applicationto languagelearning.
It is therefore meaningful, indeed, that we host a congresssuch as this, which is
intemationally recognized and is academically quite relevant to our ideal. I am
confident that this congresswill provide all of the participantswith further academic
stimuli and chancesto exchangetheir views with colleaguesfrom within Japanand
overseas.

of Kyoto SangyoUniversityare at your disposalin orderto makethis
The resources
congressa success. I hope that all of the participantswill be able to take back
somethingfrom this congresswhich canbe furthernurtured,polishedandutilizedin
your own classroomteaching and research,and eventually for more effective
interculturalcommunication.

Ichiro Fujioka
President,Kyoto SangyoUniversity

II

Welcomefrom the Chair of the ExtensiveReading Foundation
It is with the great pleasurethat I welcome you to the First
Extensive Reading World Congress, sponsored by the
Extensive Reading Foundation (ERF). It is the first
international congress focusing specifically on extensive
reading.As such,it is both a new ventureand a recognition
of the important role that extensive reading can play in
leaming a foreign language.The field of extensivereading
has grown rapidly in the past ten years.The ERF is pleased
and proud to have played a part in increasingawarenessof
extensivereadine.
The Congress promises to be an outstanding event. The presentationsdeal with
ground-breakingresearchand pedagogic practices. I hope that the World Congress
will inform and inspire your own work in extensivereading.

RichardR Day Ph.D.
Professor,University of Hawai'i at Manoa
Chair, ExtensiveReading Foundation

111

Welcomefrom the ERWCI CongressChair
Welcometo the First ExtensiveReadingCongress! It is
my privilege to host this first event on the campusof
Kyoto SangyoUniversity, where extensivereading has
playeda significantpart in thecurriculumfor the students
majoringin Englishfor over 20 years. Recentlyhowever,
program
thanksto the developmentof the MoodleReader
we can claim that virtually all of 3000+enteringstudents
eachyear experienceExtensiveReadingas an adjunctto
their English courses.By the year 2073,more than 6000
studentseachyearwill be harvestingthebenefitsof the ER
approach.
Consideringthe interestthat ExtensiveReadinghas generatedover the past few years,
one might *y tttut this Congressis considerablyoverdue. I hope that this eventwill
help de?rnedxtensive Reading as a formal discipline within the overall framework of
secondlanguageteachingand learning.
I hope that you will find some of the over 150 sessionsuseful for improving your

own school;s curriculum and that the Congresswill provide you with a valuable
opportunityto network with colleaguesfrom aroundthe world'
I would like to take this opportunity to thank the administration of Kyoto Sangyo
university for generously altowing us to use its facilities free of charge, the
of the JALT ER SIG and the Japan Extensive Reading
organizing.o--itt..r
Association(JERA) for their selflesssupport of the Congressas well as those on the
ExecutiveBoard of the ExtensiveReadingFoundationwho have helpedwith varlous
aspectsofthe planning despitetheir inability to be physically present'
Finally, I sincerely hope that this event is merely the first of a seriesof biennial or
trienn-ialevents to be held at various locations around the world. Which of you' I
wonder.will stepforward to host ERWC2?

ThomasN Robb,Ph.D.
Professor,Kyoto SangyoUniversity
Chair, The First ExtensiveReadingWorld Congress

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The BxtensiveReadingFoundation
The Extensive Reading Foundation (ERF) is a not-for-profit, charitableorganization
whose purpose is to support and promote extensive reading. The ERF is proud to
announce the following initiatives at this congress. Details of these projects are
availableat http://erfoundation.org.

The 2011LanguageLearnerLiteratureAwards
Theseannualawardsfor the bestgradedreaderspublishedin the previousyearwill
be announced
at thebanquet.
The ERF Guideto ExtensiveReading
The ERF haswritten a free to downloadand distributeguideto extensivereading.It
org/ERF_Guide.pdf.

is availableat http://erfoundation.
The ERF GradedReaderList (Sunday17:45in Room5321)
searchable,
The ExtensiveReadingFoundationhas developeda comprehensive,
ofdata aboutcurrentandout-of-printgradedreaders.The list
downloadable
database
includesinformationabouteachtitle from its title, author,publisher,ISBN numbers,
ERF level,andmuchmore information.The list is available
book length,headwords,
google.com/site/erfgrlist/
at https://sites.
The ERF OnlinePlacementTest(Sunday9:30in Room403)
This is an onlineplacementtestdesignedto matchthe learners'fluentreadingability
with their ERF readinglevel. This project is a work-in-progresscurrentlyin beta
format.
TheERFYouTube

http://www.youtube.
com/user/TheErfoundation

ERF Facebookpage:http://goo.gllAmsel
Appreciation
The ERF wish to thankthe following publishersfor the supportwith someof these
projects;CambridgeUniversity Press;Heinle Cengage,Macmillan, Oxford UniversityPressandPenguin.

ERWC1Committee
Chair....""""
Co-Chair
Programme.."
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ProgrammeBook" """ " "'
CoverPhoto""
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Proceedings
Treasurer
Registration
Advance
Onsite.."" " "'
Exhibits""""'

ExhibitAdvisor
Scholarships
Hospitality
WalkingTours

""""'Thomas Robb
Mukunden
Jayakaran
Mukunden
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"'
Jayakaran
""
" " " "' Alan Maley
Jim White
"" TomasSvab
"" " "' MarkBrierley
NobukoSakurai
ThomasRobb
" " .-"' JALT KyotoChapter

JenniferTeeter,tuli"hi Suti, EleanorKane,Takayrki
Okazaki,
MarkBrierley,JALT ER SIG
"".'"'Daniel Stewart,
' " " Keiko Wilhite (OUP)
JunkoYamanaka
JALT Kyoto Chapter
GretchenClark with the Good SamaritanClub and Kvoto

JALT Chapter
Banquet""""'
""""'Folake Abass
SpecialEvents.
" " ""' AmandaGillis-Furutaka
Publicity
" EleanorKane
Japan(English)
'ToshikoKoyama
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Japan(Japanese)
"" 'ToshikoKoyama
Endorsements
" "'KEERA
Korea"" ""
Averil Coxhead
Overseas
SiteCoordinator" "" " "" " " "" " " "' MatthewClaflin
Akazawa
Studentstaffing
"""" Jacoba
"" JacobaAkazawa& Gwyn Helverson
TeeShirts ""
DanDouglass
Technicalsupport
""'Aaron Campbell,
SimonCole,DanDouglass
Signage
DanDouglass
ThomasRobb,AaronCampbell,
Website"""".-"".-"

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Monday,5 September2011

Monday, 5 September 2011,

15:30 pm- 16:20 pm

15:30pm-16:20pm

Bldg. 11, Room 403 ,

(302) PANEL DISCUSSION: Approaches to implementing Extensive Reading
under difficult circumstances-- ERWCl scholarship recipients
SepidehALAVI, CHAU Meng Huat, HE Mu, Leonardi Lucky KURINIAWAN, Geruel
RIVADENIERA
The EWRCl scholarship recipients will explore implementations of Extensive Reading in their particular
context, seeking out points of commonality and sharing their solutions to implementating an extensive
reading program under adverse conditions.

Monday, 5 September 2011,

15:30 pm- 16:20 pm

Room 5404

(123) Reading in the Digital Age: New Classroom Approaches
Peter MCDONALD
With the increasing number of digital-based texts used in reading classrooms there is a clear need to improve
digital literacy among both teachers and students. However, digital texts may be more difficult to understand
than has been accounted for in existing educational research because digital texts combine written texts (the
written mode) or spoken texts (the spoken mode) with visuals and/or music. These new texts, which systemic
functional grammar researchers call multi-modal texts, require new classroom approaches. This presentation
will summarize this research and give practical examples of what these new approaches might be.

Directions for the Future
David R HILL, University of Edinburgh
William GRABE, Northern Arizona University
Richard R DAY, University ofHawai'i
Joeng-Ryeol KIM, Korea National University of Education
Paul NATION, Victoria University of Wellington
The plenary and featured speakers will start off with their observatons gained during the two days of the
Congress, followed by an open discussion with the audience. At the closing, there will be a book giveaway
of books donated by the exhibitors.

- 41 -

Pro*edingsoftheFirstExtensive
Reading
WorldCongess

http://erfoundation.org/proceedings/index

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ExtensiveReadingWorld
CongressProceedings

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TheProceeding
of the FirstExtensiveReadingWorld Congress,
heldin Kyoto,Japan,September
3-6,2011.
Published
by the ExtensiveReadinsFoundationandthe ExtensiveReadineSpecialInterestGroupof
the JapArrA,,:SqSralrqI&IlqlgUACqTeachitC.

Index
In alphabeticalorder by first author
ERWC1 scholarlNp
Aplleqgbgsto implementhqExtensiveReadineunderdifllcult cicumstances:
tsc,rple4$
SenidehALAVI, HE Mu. Leonardi Luckv KURINIAWAN. GeruelRIVADENIERA
&e etiectot usineMood
SepidehALAVI and AfsanehKEYVA|ISHEKOUH
ofllxtensive Readinqon the breadthanddepthof vocabularyknowledgeandreadine
nle eft-ects
!!eed
FaisalA. AL-HOMOUD and MoneeraS.ALSALLOUM
Not all booksarecreatedequal:How to setrealistictargetsandgivesadesto learnersof different
readinglevels
JohnBANKIER
Irnplementins
theMoodleReader
Module
AaronP CAMPBELL
Bridgingthe gapbetweenreadersandnativespeakerliterature
Mafihew CLAFLIN
get F.xtensive
Readinsinto mv locallibrarv?Backsround.challenges
andpossible
ilel! r;ta-!l1

apprssdg!
Matthew CLAFLIN
Setling up a high schoolExtensiveReadinsclass:Common problemsand their solutions
Marsha CLARK

'feachers'
impacton students'ExtensiveReadingbehavior
Robert CROKER and Junko YAMANAKA

I of4

2211012012
14:14

Proceedings
ofthe FirstExtensiveReadingWorld Congress

lttp://erfoundationorg/proceedings/index

Componentsofpre- and post-readinginterestin Eaded readers
John EIDSWICK. Gree ROUAULT and Max PRAVER
Thg effects ofExtensive Readingon adult readinqbehavior and proficiency in an intensiveEnglish
program
Dorecn EWERT

@
EmiliaFUJIGAKI
ReadingstrategvinstructionandExtensiveReadingin Japanese
highschooleducation:An
introductorycoursein Jonan-Rvoso
High School
GeoreiosGEORGIOU"YasushiTSUBOTA.YoshitakaSUGIMOTO and MasatakeDANTSUJI
MoodleReader
at Kyoto SangvoUniversity:Whv is the propramworkingfor some,but not lor
sl!g{s?
AmandaGILLIS-FURUTAKA
Pronunciation
activitiesin ExtensiveReadinqclasses
MylesGROGAN
lnvestisating
the effectsofoutsidereadingon readinqtendencyandEnglishproficiencv
Siao-cineGUO
AttitudestowardExtensiveReadingthroughouta semester
at SokaUniversity
Gota HAYASHI
Challenqes
in implementinq
ExtensiveReadinein Shanshaiseniorhighschools
HE Mu and ChristopherF. GREEN
ExtensiveWriting:Anotherfluencvapproachfor EFL learners
StevenHERDER and RebeccaKING
typesenough?
B{lfulngthe eapbetrveenExtensiveReadineandlinzuistics:Are the five sentence
HIRAI Daisuke
Designiqg
task-oriented
onlinereadingactivities:Taiwanese
EFL students'experiences
andviewson
onlineEFL.readingactivities
Yu-HsiuHUANC
Ho\adxtensiveReading.readingsparr.andreadingspeedareinterrelated
IMAMURA Kaanhiro
J{or.l'wordcountcountsin EFL ExtensiveReadinq
Minami KANDA
l,earners'vocabularvlevelsandtheir subiectiveiudementon books
NaokoKAWAKITA and Kayo SHIRASAKA
L-xtcnsilc
Rcadinq:
Afterthehoneynroon
isover
RebeccaKING and StevenHERDER

2of4

22110120121

Proceedingsoflhe First E\tensive ReadingWorld Congress

http://erfoundation.org/proceedings/index.
htnrl

Introductiolto the ExtensiveReadinqFoundationOnlineSelf-Placement
Test
Richard LEMMER, Mark BRIERLEY, Brqtt REYNOLDS and Rob WARING
The"Powerof ONE" campairsr
in theU.A.E.
Tom LE SEELLEUR and Nick MOORE
Book leveiingfor Chinese0xtensiveReadingin primary schoolsin Singapore
LIN Lin andLl Min
Fromdependence
to autonomv:ExtensiveReadingnrarathons
MATSUDASae
Analvsisof an ExtensiveReadingapproachwith .Iapanese
nursingcolleqestudents
RiekoMATSUOKA and DavidEVAI\IS
An effectiveER proqam for studentswith low Enslishabilitv
MAYUZUMI Michiko
Runningan onlineER programusingGoogleDocs
GermainMESUREURand Mark FIRTH
Lg4gald easyarethekeysto ER success
in EFL settings
NISHIZAWA Hitoshi and YOSHIOKA Takayoshi
Extensive
Reading
Plus
OKABAYASIII Sono
eiOgtnqthegapbetweenIfxt
OMURA Yoshihiro
Investigating
the effectsof tsxtensive
Readinqon TOEIC@readinssectionscores
BvronO'ltlf,lLL
Theelfect of Oarlckl,lslens
andExtensiveListeningon EFL listeninsskill development
SakaeONODA
Comparison
of pedagogical
$ammarin picturebooksandEnglishtextbooks
Kvoko OTSUKI and Atsuko TAKASE
Thelonqitudinaldevelopment
ofan ExtensiveReadingprosam in a Japanese
university
Emiko RACHI. SatomiSHIBATA and Peter HOURDEQUIN
Annomcirrq
MoodleReader
version2
ThomasROBB and RobWARING
tjsingreadingcfuclesto blendindependent
studywith in-classpeerinteractions
Greq ROUAULT. John EIDSWICK and Max PRAVtrR

r!it.+ii{tiiltiiE
filir4lE
4!!l'lilliij!iitiiiilqi*lbi$i
3ll'f
filhitr8ldfi
HilFtid
rt;itlQtrid,l::ir
B Mitsue SANDOM_TABATA

Introducinsthe ERF GradedReaderList
Ken SCHMIDT

14:14
22/10/2012

Proceedings
ofthe FirstExlemiveReadingWorld Congress

http://erfoutdation.org/proceedings/index.h

Brideingthe gapbctweenExtensiveReadingandliterature
SHIRAKAWA Taikvoku
Incidentalvocabularyacquisitionfrom pleasurereading
Brian P. STRONGand T. J. BOUTORWICK
Promotinf:ExtensiveReadinqthroughblog-posted
bookreviews
JosenhTOMEI. Richard S. LAVIN and Paul A. BEAUFAIT
Teachers'
motivationto implementExtensiveReadingin class
Kvoko UOZUMI and Atsuko TAKASE
Investigatinq
[]xtensiveListeninqusingsradedreaderCDs
JeanL. WARE. Miyuki YONEZAWA. Yuka KURIHARA and JeffreyDURAND
DoingExtensiveListeningandshadowinqusingsaded readerswith CDs
JeanL. WARE
Ilridginsthe gapbetweenExtensiveReadingandIntensiveReadinq:Enslisheducationin Japan
YOSHIDAKoii

Proofreaders
DoreenEwert
JohnBankier
Chau Meng Huat
JosephTomei
Andrew Archer
ThomasBieri
Matthew Claflin
SakaeOnoda
Greg Rouault
Ken Schmidt
Rick Lavin
Rieko Matsuoka
Yu-Hsiu Huang
DanielJames
David Ruzicka
Aaron Campbell

Editorial Board
llark Brierley
MylesGrogan
PeterHourdequin
ThomasRobb
Atsuko Takase

22/10/201214:14

Approaches
to lmplementing
Extensive
Reading
underDifficult
Clrcumstances:
ERWClScholarship
Recipients
Sepideh ALAVI, HE Mu*, Leonardi Lucky KUIUNIAWAN**, Geruel RIVADENIEITA***
Shiraz University, lran
salavi(4rrose.sh
i raz|l.ac.ir
*Hong Kong Polytechnic University, Hong Kong

s'a

li ly'.he@,connect.polyu.h
k
** Polytechnic of Ubaya, Indonesia
leonardilk3c@gmai
).com
*** Merlion Intemational School,Surabaya,Indonesia
geruel1212(4,yah0o.c0m
Alr!,,5,

Hc. M., Kurnriarran,l.

..hoLirshif

.f.ipturts

] ., &Rivadcniera, G. (2012).App.oa.hes to nnpbmenting E\tensive Readi ng u nder di ffi.u lt circu msla rc.s: IRWC l

Er,otsirx R.adint world Cot8r.$?&rc.dingr

t, 15J8.

The [\,VRCl scl'tolarshiprecipients explored implementations of Extensive R€ading (ER) in their particular contcxts,
st-ekiDgout points of commonality and sharing their sohrtions to apply an ER program under adverse conditions.

Sepideh Alavi (PhD) is an assistant professor from

Context

Shiraz University, Iran. She has been using the

The MoodleReader is a highly computerized program

Nloodlelleader to improve the reading habits of her

requiling sufficient computer literacy on the part

students and involve them in a more "extensive" ER

of the instructor and students. lt assumes high-

program for about a year. During her talk, she pointed

performance computers and high-speed internet

out the challenges she faced when implementing ER

connectivitt all of which can be difficult to provide

through the MoodleReader within a curdculum with

in small schools and universities. Nevedlteless, it .an

r ralhFr trJdiLi,rnalpredisposition.

be used with limited equipment and lacilities if small

Al Shiraz University, ER is only assigned to

numbers of students are involved. In addition. using

Erlilish languafie and literatute majols. The program

the program is not limited to school hourc, so users

mailllv consists of three or four pre-detelmined

can accessthe website through additior-ral resources

graded readers assigned to all students, each to be

out of the school.

read in o period of four weeks. After each book is

Textbooks

read, a 30-itetn quiz is administered the score of
r'hich comprises l0''i, o{ the firal sL.ore,(the remaining

Another pre-requisite for implementing

bcing allocatcd to midtcrm and tinalintcnsive reading

the

MoodleReader is a sufficiently large library of graded

e\ams). Such a program does not comply with the

readers with enough titles for every student and every

rtrles of real ER, put forward by severa] scholars;

level. This could be costly and difficult to assemble,

the number oi books read during the semester is

maintair! and accommodate. These problems can be

too small, the time between tests is too long and

solved by starting with a small collection of books in a

all students read the same book disregarding their

single shelf ilr the teachers'room and asking studerlts

reading 1evel.Using the MoodleReaderappeared to

to help with the book-keeping and to donate a book

be 3 good alternative to the traditional program and a

they have bought and read, if they can. Approaching

practical solution fbr these issues. lt was not without

publishers and asking them to contribute can

its problems though.
-lhese
problems and how they weie tackled were

sometimes be very helpful tool

brieflv discr.rssedin ierms of thc four kcy elements of a

Teachersand Students

language lcarning sitrlationi contexL textbook, teacher

To teach EIl, teachers should be extensive readers

and the students.

t h e m s e l v e s .T h e y a l s o n e e d t o b e m o t i v a t e d

FirstExtensive
Reading
WortdCongress

15

Kyoto2011Prcceedings

ALAVI HE. KURINIAWAN
& RIVADENIERA_APPROACHES
TO IMPLEMENTING
EXTENSIVEREADINGUNDERDIFFICULT
CIRCUIVISTANCES

enough to spend time learning how to work with

scoresin NMET.

tbe L{oodlereader. Considering their already

Thereforq it is easilv understandable that English

overrvhelming teaching load, rnany teachers are

language teaching in mainland China is heavily

nol very enthusiastic about implementing an ER

exam-oriented. If failing to coivince the stake-holders

program \"hich can put extra demands on their

of NMET that ER is effective in improving students'

time. I-lolding \a'orkshops for fea.hers can help make

English language proficiency and their scores irr

the process easier, and arcate intelest. Students

NMET the ER practitionerscan hardly gain a.hance

themselves can be a chdllenge too. Until they get used

to implement EII in schoolsor motivate the students to

to the MooclleReader,the teachers should prepare

read.

thcmselves for a great deal of explanation about how

From one perspective/ NME'I is the biggest

good it is, how it works dnd ho.h'the possible problems

challenge for ER in the Chinese senior high school

thal corne up could be so]r'ed. The teachers' patience

setting. From another perspective, there is a great

is lhe kev to solving this problem. Once the students

opportunity for ER in mainland China as the recent

learn the ropes, problems will be minimized. Later

development in NMET provides favorable conditions

on, more experienced students could even teach the

foi the boom of ER in this context. Take the NMET

ne\,vcornershow to use the MoodleReader, allowing

(Shanghai version) as an example. Since 2004, the

ihc teacher to cnjoy this fully conrputcdzed softwarc

comrnittee of NMET (Shanghai version) has showed

to thc most.

a tendency to increase the proportion of reading in
the exam. Since 200t the proportion of marks that

Lily Mu He is a PhD Candidate at Hong Kong

leading accounts for has been the biggest among all

Polytechnic University. She spoke about NMET: A

the subsections. ln 2008, cloze tests were integrated

great challenge a d opportunity

for ER in Chinese

into reading comprehension rather than being an

senior high schools.

independent subsection. Thus, reading has occupied

Tl.reNatjorlal Mairiculation Erglish Test (NMET)

one third of the total malks. Il-l addition to this

in mninland China is the univcrsity entrance tcst

steady increase, the committee has hinted at further

of Engiish for the whole country. The test assesses

increasing the marks allocated to reading in this high-

the tesf-takers' English language abilit, and the test

stakes exam.

scores are use.l for Llniversity admissions decisions

Other progress was made in the test format.

together !\'ith the scores from university entrance

Up to 2005, an overwhelming majority (at least 857.)

tests in allother three to six secondary school subiects.

of the items in Paper One were multiple-choice and

Millions of senior scltool graduates who wish to gain

blank-filling items, and for the reading section, the

c.trancc to Chjncsc ulliversities and higher cducation

percentage was 100olo.ln 2008, a new test format,

institutions are requirttd to take the NN{nT annually

Q&A, was added to the reading section. In the reading

on June 8.

comprehension section, there are five passages.The

Ilacause of its importance, NME'I exerts a strong

first thiee passag€sare for comprehension questions.

and also clirect \,vash-backeffect on classroom teaching

After reading each of the first three passages/

and lcarrlirlg r'n additiorl to its long-tcrm influence on

candidates are requested to ans\,r'erthree to four

the Chinese society the secondary education system,

questions in a four-option multiple-choice format

schools, leachers, studel']ts,and their parents. The

according to their understanding of their passage.

curriculum and teaching content is organized based

The fourth passage is divided into five paragraphs.

on 1r.hatis tested and how it is tested in NMEI

For

Candidates arc required to choosc fivc suitable

exarnple.reading is taught in the multiple-choice (N{C)

sub-headings for the five paragraphs/ one for each

Iormat in schoolsbecausethe MC format is extensively

paragrapb from the six options provided. For the last

ndopted in NMET. As many practitjoners believe, the

passage.the candiddtesare reque