Twenty-eighth International Conference on Learning

Abstract

The aim of this research project is to examine the effects of incorporating the Extensive Picture-Book Reading (EPBR) program into basic college English curriculum on low-proficiency learners’ attitudes toward reading and reading comprehension achievements. The EPBR program consists of three parts – (1) in-class extensive picture-book reading alone, (2) in-class collaborative output task, and (3) reading picture books outside of the class. The goal of the EPBR program is threefold: (1) to have students enjoy a good story by reading for meaning, (2) to model and hold a discussion about using context and picture clues to crack new vocabulary, and (3) to have students participate in a collaborative output task, defined here as any activity that is open-ended and generative, stimulates creativity and imagination, promotes discussion about the input text with peers, and invites students to use both language and art to express their perspectives. An English placement test and a reading attitude survey are used as pre- and post-tests to assess the extent to which the EPRB program promoted learners’ reading comprehension achievements and English reading attitudes. The data showed that, with ample opportunities to engage with teacher and peers in thoughtful analysis of text and illustrations, the motivating learning atmosphere of the EPRB program enabled struggling learners to have fun while interacting freely with one another, which, in turn, facilitated reading attitude changes, leading to better learning and better performance on reading comprehension in subsequent reading activities. With this program, low-proficiency learners could feel empowered rather than overwhelmed.