The Impact of Extensive Reading on Reading Comprehension and Attitudes in EFL Learners Mansurov O‘lmas Fazliddinovich

Аннотация

This study investigates the effects of extensive reading (ER) on reading comprehension and learners’ attitudes in English as a Foreign Language (EFL) contexts. Sixty intermediate-level Uzbek EFL learners were divided into an experimental group that participated in a structured extensive reading program, and a control group that continued traditional reading instruction. Data were collected through pre- and post-tests, attitude questionnaires, and classroom observations over an 8-week period. Findings revealed that students exposed to ER showed significant improvement in reading comprehension and developed more positive attitudes toward reading in English. The study concludes that incorporating ER into EFL curricula can effectively enhance both linguistic and affective outcomes. Keywords: Extensive reading, reading comprehension, EFL learners, learner attitudes, Uzbekistan, language input, affective domain. substantial global evidence supporting ER, its Introduction: In recent decades, the importance of application in the Uzbek EFL context remains limited reading in second language (L2) acquisition has been due to curriculum constraints, lack of resources, and widely acknowledged, especially in English as a Foreign traditional teaching mindsets. Furthermore, existing Language (EFL) contexts. Reading not only provides literature suggests that ER not only improves reading learners with access to authentic language input but comprehension but also affects learners’ affective also plays a vital role in enhancing vocabulary domain, including their attitudes toward reading and acquisition, grammar awareness, and general language motivation to continue learning the language. Positive proficiency. However, in many EFL settings, including emotional engagement has been linked to long-term Uzbekistan, reading instruction is often confined to academic success, especially in language education intensive reading practices, which prioritize close where anxiety and low self-esteem often hinder analysis of short texts, translation, and vocabulary performance. memorization. This method, while useful for building certain academic skills, tends to overlook the METHODOLOGY development of reading fluency and learner This study employed a quasi-experimental design with motivation. a pre-test/post-test control group structure to examine Extensive reading (ER), by contrast, advocates for large the effects of an extensive reading (ER) program on volumes of reading at a level appropriate for the secondary EFL learners' reading comprehension and learner, focusing on general understanding and attitudes. The design allowed for comparison between enjoyment rather than detailed analysis. According to students exposed to ER and those taught using Day and Bamford (2002), ER is based on the principle traditional intensive reading methods. A total of 60 that reading more improves reading ability, fosters secondary school students (aged 14–16) from an urban positive attitudes, and increases learners’ overall school in Tashkent, Uzbekistan, took part in the study. confidence in language use. Students are encouraged All participants were at an intermediate (B1) to read a wide range of texts of their choice, which proficiency level based on CEFR standards. They were promotes autonomy and engagement. Despite randomly divided into two groups: International Journal of Pedagogics 113 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) Experimental group (n = 30): participated in an 8-week Experimental group: Engaged in independent extensive extensive reading program. reading sessions for 20–30 minutes per lesson, followed by brief group discussions or reflective tasks. Control group (n = 30): followed the regular EFL curriculum based on intensive reading. Control group: Continued with reading passages from the textbook and answered related questions with Both groups were taught by the same teacher to ensure teacher-led instruction. consistency in instructional quality, except for the reading methodology. Post-Intervention Phase: At the end of 8 weeks, both groups took the post-test and filled out the attitude The experimental group used graded readers from the questionnaire again. Data were then analyzed Oxford Bookworms and Penguin Readers series, quantitatively and qualitatively. selected to match their proficiency level and interests. Each student was encouraged to read at least one book RESULTS per week (approximately 800–1200 words per book). The findings of the study are presented in two sections: They also maintained a reading journal to record quantitative results from reading comprehension tests summaries, reflections, and new vocabulary. The and attitude questionnaires, followed by qualitative control group worked with the official national observations from reading logs and classroom sessions. curriculum textbooks and engaged in comprehension A paired-sample t-test was conducted to compare the ques