The effect of extensive reading on the development of reading and writing skills of english preparatory class students

Language is considered to be learnt effectively in its native environment. However, another useful way is suggested to be reading extensively in that language. Extensive reading has been regarded as a good way of obtaining language proficiency as a supportive activity of language learning process as well. Recent studies (e.g. Davis, 1995; Mason & Krashen, 1997; Bell, 2001; Krashen, 2004; Eskey, 2005; Horst, 2005; Pigada and Schmitt, 2006) have shown that extensive reading is very useful in developing language proficiency and is an effective way of compensation for target language environment in foreign language context. Therefore, extensive reading can be used as an extracurricular activity to meet the need for authentic language input in foreign language teaching. English is taught as a foreign language in Turkey and extensive reading can be a useful way of practicing and developing foreign language skills in Turkey. The main aims of this study were to find the effect of extensive reading on the development of reading and writing skills, to reveal attitudes and perceptions of English preparatory class students and to uncover attitudes of preparatory class main course teachers about an extensive reading project carried out in a high school. Participants of the study were 141 preparatory class students and 6 English main course teachers. Reading logs and Preliminary English Test (PET) scores of the students were compared to find out the effects of extensive reading on reading and writing skills; two questionnaires were applied to the students and interviews were conducted with students and teachers to find out their attitudes and perceptions about extensive reading. The results of the study showed that there was a moderate positive relationship between extensive reading and the development of reading and writing skills of the students. It was revealed that the total number of pages read by the students did not have any significant effect on their reading or writing proficiency. However, there was significant positive relationship between extensive reading and test scores of the students when the results of the top level and lowest level students in PET exams were compared in overall language proficiency. It was also seen that students and teachers believed that extensive reading was beneficial to improve language proficiency, it was motivating and encouraging for students to learn English and improve their language proficiency and extensive reading was an effective way to compensate for the lack of target language environment.