ELTED Journal has published an article titled ‘Teachers’ roles in implementing extensive reading’ by Xiaomei Sun.
Extensive reading (ER), as a language teaching/ learning procedure, entails reading in large quantity, at a rapid speed, and usually for a general understanding (Day 2015; Susser & Robb 1990). Up to date, numerous studies have shown the benefits of ER for L2/FL learners, in both
linguistic and affective aspects (Elley 1991; Krashen 1993). In view of the considerable benefits of ER, an ER programme is advocated by some authorities (e.g. Day & Bamford 1998) to be incorporated into a L2/FL curriculum. As the manager of the programme, teachers need to motivate students and monitor their progress (Davis 1995). However, in an exam-oriented context, implementing ER is particularly difficult since extensive reading seems unable to satisfy students’ need of improving grades within a short time (Chen 2018).
Extensive reading in EFL is required of secondary school students in China. The newly enacted National English Curriculum Standards for Regular High School (CME 2017) states that senior high school students should read at least 1,500 words in English after class each week. For junior high school graduates, Compulsory Education English Curriculum Standards (2011 edition) (CME 2011) sets the reading requirement at 150,000 words in total.
Nevertheless, Chinese secondary EFL teachers receive very limited training regarding this specific pedagogical approach, which may explain why ER
implementation in this context is still at an experimental stage, and few empirical studies have been carried out. The present study aims to
provide some practical guidance and pedagogical implications concerning ER implementation by exploring an ER programme carried out in a
Chinese secondary school.