Öğrencilerin ve öğretmenlerin okul dışı okuma hakkındaki görüşlerinin ve okul dışı okuma projesinden sonra öğrencilerin İngilizce metin okumaya karşı tutumlarının incelenmesi

For language teachers, language institutions and stakeholders of a programme, it is crucially important to evaluate a programme to be able to benefit from the programme considerably and to make some adaptations or changes accordingly. Therefore, this study tries to examine the students? and the teachers? perceptions on the strengths and weaknesses of the Extensive Reading Project (ERP) implemented in a beginner group class at Language Teaching and Research Centre (Dil-Mer) at Abant Izzet Baysal University (AIBU) in spring semester, and the extent to which the teachers and the students think that the ERP achieves its goals and objectives.Sixty-one students and ten instructors participated in the study. Two types of data collection instruments were employed. First, the teachers and the students were given questionnaires; second, interviews with five randomly chosen students were carried out. In analysis and presentation of the quantitative data derived from this study, NCSS (Number Cruncher Statistical System) 2007&PASS 2008 Statistical Software (Utah, USA) was used.Analysis of the data revealed that the teachers think that an ERP is applicable at all levels and in all classes at Dil-Mer at AIBU; and that it is very beneficial for the students. However, the students think that the implementation is not without some deficiencies or weaknesses. The data gained from the interviews indicated that the students think that for the ERP to be taken more seriously, they should be assessed on the Extensive Reading (ER) they do. The data also pointed to the weaknesses such as the lack of different genres in the class library and time constraints because of the many quizzes and exams students have to take. Students also think that it would be better to read in the class instead of out of class to be more motivated and guided by the teacher. The strengths of the programme the data pointed to are allowing students freedom in terms of giving up reading a book whenever they want; to enable them to read from the appropriate stage; and not to force them to read a certain number of books. In addition, the students are generally satisfied with the ERP in terms of improving their vocabulary.The results of this study also suggest that ERP has a positive impact on students? attitudes towards reading in English, although it is not as much as desired or expected.Key Words: Extensive Reading (ER), Extensive Reading Project (ERP), Student Perceptions, Teacher Perceptions.