Optimizing the Effects of Extensive Reading Through Blogging

Abstract

This study aims to examine if an integration of reading and blogging helps to optimize the effects of extensive reading (ER) on foreign language acquisition and helps to develop an extensive reading modelinvolving technology. A reading blog was set up for university English majors to help obtain information for a deeper understanding of how extensive reading results in language and literacy developmentas described in previous empirical research. Content analysis using Grounded Theory coding was conducted to extract the main themes pertaining to the students’ reading process and their development ofreading habits through reading and blogging. The findings reveal the rich and subtle interactions between readers and texts and peers in the ER class. These interactions are believed to be the very factors thatcan explain the efficacy of extensive reading. The use of a reading blog also demonstrated itself to be a powerful pedagogical and research instrument because of the sociocognitive context provided on theonline platform. This additional power seems to add to the feasibility of a three-phase extensive reading model proposed for EFL reading curricula: a collaboration of extensive reading and blogging thatenhances learners’ critical thinking skills and development of literacy in another language.