Schedule Go Compact (displays all)

Asia/Tokyo

You can use Quick Lookup to quickly find sessions. But best is to use the LIVE SCHEDULE during the conference itself.

ERF Board meeting #1662

Time Not Set | Day 5

In this session the ERF Board will meet to discuss matters related to the running of the Extensive Reading Foundation. Affiliate Chairs are expected to attend and the session is open to the public.

Information Desk #1696

Visit the ERF page
Wed, Aug 11, 19:00-20:30 Asia/Tokyo | Meetings

Please come along if you have any questions or would like to check the technology for your presentation.

A link will appear from ten minutes before the session starts.

Global Reading Club to Inspire Future Thinkers Around the World #1596

Thu, Aug 12, 11:00-11:55 Asia/Tokyo | Day 1

Our project promotes extensive reading in English for upper secondary classes around the world. It consists of three phases including video book-report exchanges, live read-aloud sessions, writing workshops, and webinars that raise cultural awareness between participants through collaborative online work. Sharing reading experiences enables teen students to explore themselves and become empathetic and critical thinkers.

ER 101. What is ER? The basics - QUESTION TIME (Thursday session) #1663

Visit the ERF page
Thu, Aug 12, 11:05-12:00 Asia/Tokyo | Day 1

This is the question time connected to the recorded session in the video below. Please watch the video BEFOREHAND. We will not play the video during the session. This is an open mic session to discuss the topics in the video and share ideas. There is a second session on Monday

English Learning Achievement in Extensive Reading Class through Digital Literacy Practices #1571

Thu, Aug 12, 11:30-12:00 Asia/Tokyo | Day 1

This article aims to describe how learners can develop and implement digital literacy practices to improve their English learning in Extensive Reading class. Three factors that contribute to digital technology's advantages are more comfortable access to reading resources, various reading resources are available, and reading resources are updated.

Testing Extensive Reading #1638

Thu, Aug 12, 12:00-12:30 Asia/Tokyo | Day 1

Should we assess Extensive Reading? What do we mean by assessment? How should we do it?

APERC: Annual Paper-based Extensive Reading Club In China #1547

Thu, Aug 12, 12:30-14:00 Asia/Tokyo | Day 1

In China, test prep programs such as TOEFL and SAT, SSAT are an eternal topic for those students who study English. However, how to balance the intensive and extensive reading and how to assist test prep by guided academic extensive reading are questions need to be answered in reality.

Tips and Ideas for Phonics Readers in the Classroom #1561

Thu, Aug 12, 14:00-15:30 Asia/Tokyo | Day 1

Do you use phonics readers in your class? Discover some tips and ideas on how to use them with your students. With e-future's Smart Phonics Readers, students will be given a gentle first step into reading for all beginning readers.

How to do ER with no money and few resources - QUESTION TIME (Thursday session) #1661

Visit the ERF page
Thu, Aug 12, 15:00-15:40 Asia/Tokyo | Day 1

This is the question time connected to the recorded session in the video below. Please watch the video BEFOREHAND. We will not play the video during the session. This is an open mic session to discuss the topics in the video and share ideas. There is another session on Monday.

From Extensive Reading to Creative Writing #1535

Thu, Aug 12, 15:05-15:55 Asia/Tokyo | Day 1

Reading for pleasure inspires young learners to create their own stories and poems. Writing stories with cultural issues gives students opportunity to show their world. Student-made book exchange enables students to explore the cultural traditions of other countries and become more motivated readers.

Turning Guided Story Creation into a Reading Library in Primary EFL #1564

Thu, Aug 12, 15:10-16:00 Asia/Tokyo | Day 1

In this presentation you will learn about the process of co-creating stories with students using the method of Teaching Proficiency through Reading and Storytelling (TPRS), and how these stories, based on student-made materials, can then be preserved in both digital and print libraries.

Reflection on the Practice of Extensive Reading in China #1546

Thu, Aug 12, 15:30-17:00 Asia/Tokyo | Day 1

We are an English training institution that has practiced extensive reading for two years. We have achieved lots of extensive reading results and found some problems with extensive reading. In the process, we have combined extensive reading and intensive reading to help more children benefit from reading.

Exploring Extensive Reading Practices in Arabic #1607

Thu, Aug 12, 17:00-17:20 Asia/Tokyo | Day 1

During this session aspects of an action research project encouraging students to engage in extensive reading (ER) practices in Arabic that took place online will be discussed. The session will review some of the issues students face when reading in Arabic and showcase how the researchers sourced appropriate free online reading materials to include in the project. The online ER activities to engage students in reading will also be explained.

A Machine Learning Method for Estimating the Difficulty Level of Graded Readers #1587

Thu, Aug 12, 17:30-18:15 Asia/Tokyo | Day 1

A machine learning method was investigated to analyze how syntax affects reading difficulty, first categorising graded reader texts into parts of speech, then using a sliding window method to count different patterns of word types. Next we used clustering to check whether the features could be classified by difficulty level.

Extensive Reading is the Key for Better Language Development #1538

Thu, Aug 12, 18:30-20:00 Asia/Tokyo | Day 1

Why is extensive reading important for language learning? How can students be motivated to read for pleasure? How can instructors enhance a student’s incidental language learning through extensive reading? Join us to learn answers to these questions.

Building a Nation of Readers #1563

Thu, Aug 12, 20:00-21:30 Asia/Tokyo | Day 1

How to build a nation of readers in Saudi Arabia with participation and ideas from the audience.

Mini-Bibliobattle and Extensive Reading: A Case Study of a Japanese University #1586

Fri, Aug 13, 09:00-09:20 Asia/Tokyo | Day 2

This study will report a case study of an 8-week-ER class where a maximum of 60 university students will participate in Mini-Bibliobattle. Mini-Bibliobattle refers to a book review battle, where students present their favored book for 3 minutes in their L2 and the listeners decide the best one.

Contradictory Info on Graded Reader levels. Which do we Believe? #1569

Fri, Aug 13, 09:30-09:50 Asia/Tokyo | Day 2

Graded Readers are supposedly "graded" according to their difficulty. While the grading may be internally consistent for a specific publisher, comparing even a few of the most popular series shows that books with identical headword counts can be labelled at widely different levels. Background info and suggestions will be offered.

Motivating Chinese Higher Vocational College Students in English Reading #1598

Fri, Aug 13, 10:00-10:20 Asia/Tokyo | Day 2

In an ongoing English reading course at a Chinese higher vocational college, a variety of extensive reading programs have been carried out. Students’ homework, feedback and the results from course questionnaire indicate that some are motivated to read and many find the course interesting and inspiring.

Extensive Reading Using Authentic Materials with Elementary and Secondary EFL Students #1556

Fri, Aug 13, 10:30-11:20 Asia/Tokyo | Day 2

This presentation will review an 8-week study that used authentic digital books with elementary and secondary students learning English in a foreign language setting. Participants were at the basic levels of CEFR. Study procedures and outcomes will be discussed.

Activating Language Communication Classes through Extensive Reading Channels in a Pandemic Hybrid Setting #1555

Fri, Aug 13, 10:35-11:25 Asia/Tokyo | Day 2

In its second phase of implementation, in a pandemonium set up that can even curtail teachers' and students' motivation, ER, being adaptable, thrives and can support the primary curriculum to engage learners in language communication activities. Are you new to ER or contemplating implementing it? Then come and join!

Active Learning in an Online Setting Utilizing Extensive Reading and Digital Storytelling #1588

Fri, Aug 13, 10:40-11:30 Asia/Tokyo | Day 2

In this paper, a classroom practice is reported in which extensive reading was combined with digital storytelling. It was conducted in an EFL reading class at a national university in Japan. The objective was to provide learners with an opportunity of extensive reading, story analysis, and active learning.

Current Issues and Development of Graded Readers for Japanese Language Learners #1543

Fri, Aug 13, 10:45-11:05 Asia/Tokyo | Day 2

In this presentation, we will first give an overview of the currently available graded readers for Japanese language learners and point out some of the problems. Then, we will explain how we have developed our new graded readers for beginning Japanese learners.

Comic Readers in the EFL Classroom? Yes, of course! #1703

Visit the e-future page
Fri, Aug 13, 11:10-11:30 Asia/Tokyo | Day 2

Are you looking for fun and easy reading materials for your students? Have you ever thought about using comic readers with your students? e-future's Graded Comic Readers are fun and engaging stories designed to help EFL students improve their overall English language abilities. Your students will have fun and gain confidence as they learn new vocabulary and grammar, while improving their reading, speaking, and listening skills. Comic Readers not only help students become successful language learners, but also allow student to develop a positive association with reading. This session will 1) introduce e-future's Graded Comic Readers, 2) explain the benefits of using comic readers and 3) provide activity ideas for comic readers.

Learner Audio Use in a Large Extensive Reading Program #1599

Fri, Aug 13, 11:35-11:55 Asia/Tokyo | Day 2

Learners in a large extensive reading program at a Japanese university using Xreading had access to audio recordings for each book. Presenters will report on why some learners chose to listen and will characterize the methods learners used to do so. Data from surveys and interviews will also be shared.

How Does Extensive Reading Help Japanese EFL Learners’ Summary Writing Ability? #1597

Fri, Aug 13, 12:00-12:20 Asia/Tokyo | Day 2

The aim of the study is to examine how extensive reading would help Japanese EFL learners to develop summary writing ability. The results indicated that the ER group developed their ability to provide more detailed description of a story with a clearer sequence of events than their counterparts.

A Task Based Approach to Creating Effective Reading Circle Activities #1544

Fri, Aug 13, 12:25-12:45 Asia/Tokyo | Day 2

This presentation will give the results of the instructor’s experience designing tasks for Reading Circles built on multiple copies of the same set of Graded Readers in a modified ER-based program. The presentation will explore a number of activities including reports that target vocabulary acquisition and integrate online digital tools

Transitioning a University Extensive Reading Program from Print to Digital Books: M-Reader to Xreading #1575

Fri, Aug 13, 12:55-13:15 Asia/Tokyo | Day 2

This paper reports on the transition from physical to digital books in a university-wide extensive reading program in Japan. Not only will students’ learning outcomes and responses to their online reading experiences be shared, but comparisons of the two learning environments will also be offered: paper-based reading and screen-based reading.

Six Content Elements that Motivate Learners to Read #1709

Fri, Aug 13, 13:20-13:40 Asia/Tokyo | Day 2

To motivate learners, reading content must instill genuine interest. We need to feel a connection to the material which makes us want to find out more. This paves the way for a lifelong, sustainable - and enjoyable - reading habit. In this session, featuring examples from National Geographic Learning graded readers, we will discover six elements that inspire English learners to go beyond a superficial glance at a passage to explore and analyze the text.

How to Start an ER Program without Graded Readers #1692

Fri, Aug 13, 13:45-14:05 Asia/Tokyo | Day 2

In this presentation we will explore other resources which are available online and which can be downloaded and printed out for your students. These resources can be used in class or even taken home since ER does not need to be done in the classroom. Students can read in their own time at their own pace. Participants will be provided with information on many resources that are available – well over 2000 texts!

Action Research into Reading Activities for Building Motivation and Skills #1609

Fri, Aug 13, 14:10-14:30 Asia/Tokyo | Day 2

This short presentation reports on action research into the baseline reading profiles of students and factors that may have impacted on learners’ past reading experiences. A reading project with graded reading, timed reading, and Reader’s Theatre was introduced to build skills and motivation for low proficiency university freshmen in Japan.

ER and Reading Targets - An Investigation into the Rationale behind Teachers’ Choices #1581

Fri, Aug 13, 14:35-14:55 Asia/Tokyo | Day 2

Deciding reading targets is often an important aspect of planning an ER program. However, little is known regarding teachers’ rationale behind those choices. In this presentation, the authors will attempt to shed light on those reasons based on the results of a qualitative study.

Extensive Reading Habits and Attitudes of EFL Learners: the case of Lower Secondary Schools in Ethiopia #1658

Fri, Aug 13, 15:00-15:20 Asia/Tokyo | Day 2

Reading literacy is significant for learners’ academic success, and high levels of reading literacy can be established through strong engagement in extensive reading. This study, thus, investigated lower secondary school learners’ habits and attitudes toward extensive reading. The data were collected from 377 learners in North Wollo Zone, Ethiopia, using a survey questionnaire. Descriptive (frequency, percentage, mean, standard deviation) and inferential (independent samples t-test) statistics were used to analyze the data. The findings of the study indicated that majority of the learners’ habit of extensive reading was poor: a great majority of them did not read any book over the last year, and most of them did not read for pleasure every day at all. The finding of the study also showed that most of the learners’ attitudes toward extensive reading was not favourable, and they mostly read for academic purposes. It was also found that there was no significant difference between gender and age of learners regarding their extensive reading habits and attitudes. Lack of appropriate reading materials, low English ability, and lack interest in reading are the major factors that affect learners’ leisure reading habits. Based on the results, it can be suggested that integrating extensive reading programme (accessibility of a wide range of interesting reading materials based on the learners’ linguistic level and interest) in input-poor English as a Foreign Language contexts like Ethiopia is essential to promote learners’ extensive reading habits and develop positive attitudes toward (extensive) reading.

Experiencing ER in Thailand #1659

Fri, Aug 13, 15:25-15:45 Asia/Tokyo | Day 2

Extensive Reading has yet to gain popular support in Thailand and is not widely implemented at the high school level. This presentation will describe the realities of setting up, running, and managing an Extensive Reading Project and integrating it into the curriculum to form a fundamental base in the instruction of English. After 5 years we will demonstrate the scores our students achieve in comparison to other Thai schools in the national O-Net tests, and progression over the years through the annual Oxford Online Placement Test that students take. We will conduct a survey about student attitude toward reading at the end of July 2021 just before the conference to give an up-to-date reflection from students about their feelings toward reading in general and extensive reading in particular. There will also be a reflection from teachers about implementing XReading as a tool when the COVID pandemic forced a move away from physical copies of books and the use of the MReader website.

How AI Devices Help Young Learners with Extensive Reading at Home? #1558

Fri, Aug 13, 15:50-16:40 Asia/Tokyo | Day 2

It will be a pre-recorded video on how AI devices help young leaners on extensive reading at home. Chinese presentation with English subtitles.

The implementation of English Literacy Program in SPK School Setting During the Ongoing COVID-19 Pandemic #1567

Fri, Aug 13, 15:55-16:45 Asia/Tokyo | Day 2

In this presentation, we will present the implementation of the English Literacy Program in a Multilingual and Multicultural school setting during the ongoing COVID-19 pandemic in Indonesia. This literacy program is unique because it should nurture our primary students' English literacy from diverse mother tongues and cultures.

Using Graded Reader with Young Learners to explore Targets of the UN SDGs. #1710

Fri, Aug 13, 16:00-16:50 Asia/Tokyo | Day 2

Extensive Reading means children engage with a text for a longer time, in a deeper way. Reading about children of their own age who have adventures related to the Sustainable Development Goals can awaken their curiosity too. This video will explore some practical, fun ways of encouraging this.

Our Road in Practicing ER in China: Background, Practice and Reflections #1702

Fri, Aug 13, 16:05-16:55 Asia/Tokyo | Day 2

This session looks at the background of Practicing ER in China and asks why it is difficult to set up an ER program in China. Problems and Solutions include: how to choose reading materials; how to guide students to find books at the right level and how to assess. We will also reflect on how to Run ER program in the Future.

Atheists, agnostics and true believers: what instructors in a university extensive reading programme believe about about extensive reading #1686

Fri, Aug 13, 16:20-16:40 Asia/Tokyo | Day 2

In this presentation I discuss what instructors involved in an extenisve reading programme believe about extensive reading. While much of the literature on extensive reading argues for the benefits of extensive reading (for example improved reading fluency, vocabulary acquisition and increased cultural knowledge), what instructors believe about the value of extensive reading may differ in several ways from this. Utilizing data taken from a focus group with six instructors who teach in a Freshman English course at a private university in central Taiwan that includes extensive reading as a programme component, findings reveal that teachers bring to bear a wide variety of beliefs regarding extensive reading; these include what I term 'atheism' (a lack of belief in the approach), 'agnosticism' (doubts about the efficacy of extensive reading) and 'true belief' (an acceptance that extensive reading is of benefit to L2 acquisition). Analysis of the data shows that such teacher beliefs are informed by previous experiences as an L2 reader, prior experience teaching reading and beliefs about the reading habits of students. This presentation makes the case that extensive reading programmes should allow instructors to adopt a variety of approaches to implementing extensive reading that are in keeping with individual teacher beliefs.

Using graded readers to supplement courses #1704

Visit the Halico page
Fri, Aug 13, 16:50-17:10 Asia/Tokyo | Day 2

This presentation will provide an overview of Halico Online and how five graded readers from the 10-ways-to series were used to supplement a presentation and debate course at a Japanese university.

The Experience Sharing Practices of Extensive Reading Teachers in Mongolia #1690

Fri, Aug 13, 17:20-17:40 Asia/Tokyo | Day 2

A total of 50 secondary school English Teacher involved in Experience sharing practical training to expand their extensive reading performances at 17 different provinces and districts of Mongolia. These participants, who have been teaching English at public and private schools were asked to 5 different exercising group “How to invest extensive reading in the remote country local school”, “How to combine the curriculum and extensive reading activities”, “How to motivate the graded readers”, “How to invest extensive reader at local school” and “How to integrate English readers to other subjects at school”. For the exercise groups, the instruction time was four-day-experiments for seeking the best practices how to expand Extensive Reading approach among other English teachers those not using extensive reading tools. Four-day-experience sharing practical training later, listened 15-minute micro training presentations from each group and questions, clarification and feedback on each presentation. The major findings are as follows: 1) Extensive reading invested by local school alumna, 2) Extra curricula and school activities maximized by extensive reading clubs. The results of this experience sharing, 14 the best practitioners were recognized to coach other new instructors to perform extensive reading approach in Mongolia.

Literature in secondary EFL class: Case studies of four experienced teachers’ reading programmes in China #1579

Fri, Aug 13, 18:10-18:55 Asia/Tokyo | Day 2

To explore the integration of literature into secondary EFL teaching, this exploratory multiple case study investigates four reading programmes implemented by experienced teachers in Chinse secondary schools. Data were collected from teachers’ reflective journals, semi-structured interviews, and related documents and artefacts. Implications are discussed in relation to teacher education.

Japanese University Students’ Attitudes Towards Extensive Reading in the Digital Age #1572

Fri, Aug 13, 19:00-19:20 Asia/Tokyo | Day 2

With the ubiquitous use of digital devices, it would seem that a technological solution to ER may be just as beneficial as a paper-based approach. Hence, this mixed-methods research project looks at how first-year Japanese EFL university students experienced a yearlong, technologically-assisted extensive reading curriculum in terms of their reading attitudes.

An Investigation of EFL Students' Perceptions of their Extensive Reading and Flow Experience #1560

Fri, Aug 13, 19:30-19:50 Asia/Tokyo | Day 2

This study investigated the students’ perception of their extensive reading and flow experience (FE) including conditions that enabled FE.

Welcome to LoungERs - an informal monthly chat about ER topics #1657

Visit the JALT ER SIG page
Fri, Aug 13, 20:00-21:30 Asia/Tokyo | Day 2

Major events such as ERAW and ERWC are immensely stimulating for attendees. In addition to attending Insightful presentations and workshops, attendees have chances to meet and talk with other educators using ER from far and wide. These chance conversations can spark new lines of thinking and areas of collaboration. The coronavirus pandemic has taught us that technology can bring us together despite being separated by physical distance. In 2020, the JALT ER Special Interest Group started a monthly informal gathering using Zoom meetings. The monthly meetings let friends of ER meet a little more regularly. People who come by share ideas, talk about favorite books, or sometimes discuss research. We aim to keep things informal, and building camaraderie is just as important as deepening our extensive reading knowledge. Please come by, and learn more about how you can join in.

Setting Extensive Reading Goals to Achieve Reading Rate Gains #1590

Fri, Aug 13, 21:30-21:50 Asia/Tokyo | Day 2

Beglar and Hunt (2014) suggested that completing the equivalent of 7,200 standard words of extensive reading per week will facilitate substantial reading rate gains. The goal of this study was to investigate the feasibility of such a goal for learners of Japanese. Results, pedagogical implications, and suggestions will be discussed.

Developing Reader Identity Through Xreading: A Case Study of EFL University Students’ Perceptions #1589

Sat, Aug 14, 09:00-09:20 Asia/Tokyo | Day 3

This presentation addresses how Indonesian university students perceived themselves developing their reader identity through xreading and its follow-up activities. The presentation uses the perspective of literacy as social practice. Preliminary data from survey indicates that students' constructions of reading and being a reader have evolved throughout the online extensive reading.

A Study on the Practice of Extensive Reading for EFL Early Childhood Education Majors in Japan amid the COVID-19 Pandemic #1578

Sat, Aug 14, 09:25-09:45 Asia/Tokyo | Day 3

This paper aims to report findings of a survey of English language teaching including extensive reading for early childhood education university students in Japan amid the COVID-19 pandemic. The findings are based on the identified correlations between online and face-to-face instruction modes in the teaching.

A Case Study of a Happy Retired Life from Extensive Reading and listening #1606

Sat, Aug 14, 09:50-10:10 Asia/Tokyo | Day 3

The purpose of this study is to investigate what motivates the participants who are in their 50s, 70s, and 80s to continue ER/EL for two to five years. How ER/EL in English stimulates them, and how their lifestyles have changed will be included in the presentation.

Academic Dishonesty on Xreading: A Cautionary Tale #1603

Visit the XReading page
Sat, Aug 14, 10:15-11:00 Asia/Tokyo | Day 3

Xreading is very useful for assessing students’ progress, but as with any digital technology, teachers need to be aware of unscrupulous students who may try to cheat. The presenters will provide useful tips to minimize cheating, detect cheaters, and effective strategies to deal with students who have been caught cheating.

Setting up ER Program to Empower Community: A Story from IERA #1566

Sat, Aug 14, 11:05-11:25 Asia/Tokyo | Day 3

The presentation aims at sharing best practices and showing opportunities of setting up ER programs in challenging circumstances like in Indonesia. It is hoped that what IERA has done could inspire other communities that plan to set up ER programs in their respective places.

Japanese Extensive Reading: Aesthetic and Efferent Engagement of Learners with Texts #1573

Sat, Aug 14, 11:30-11:50 Asia/Tokyo | Day 3

Grammar translation teaching styles in Japanese courses influence Japanese learners to conceive of reading as translating the propositional content of texts. However when reading extensively, learners may adopt different reading styles and patterns of behaviour, indicating that ER can enable students to develop more natural, normal ways of reading.

Assessments in an ER Program: Contradicting the ER Approach? #1583

Sat, Aug 14, 11:55-12:15 Asia/Tokyo | Day 3

This presentation will share how alternative assessments can be used as a measurement tool in an ER program without contradicting the nature of ER approach. Some examples will be shared to illustrate the points. It is expected that this session can contribute ideas particularly on assessments in an ER program.

The Ideal MReader Set-Up for Your Kind of School #1570

Sat, Aug 14, 12:20-13:05 Asia/Tokyo | Day 3

MReader is free software, offered by the Extensive Reading Foundation that allows students and teachers to track their reading of over 8000 published readers in a gamified and motivating fashion. We will discuss how to tailor MReader for your specific educational context.

Using a Chatbot to Promote Thai Students' Basic Reading Skills #1539

Sat, Aug 14, 13:10-13:30 Asia/Tokyo | Day 3

In this paper, I explain what a conversation agent (chatbot) is and demonstrate how a story can be adapted and be made flexible through the use of a Dialogflow conversation agent. I shall also present the feedback and opinions of the students who have interacted with the agent on a voluntary basis. Recommendations will also be given.

Let’s Talk About “Sadness”: Lessons From the Virtual Book Club Activity #1542

Sat, Aug 14, 13:35-14:25 Asia/Tokyo | Day 3

Virtual Book Club can be a means for readers to be engaged with the story through group discussions. Talking about the book with other readers can give them the opportunity to share their thoughts, feelings with the hope that they will perceive reading as a meaningful activity.

Students’ Learning Experiences in Using Xreading Books and Audios #1591

Sat, Aug 14, 13:40-14:30 Asia/Tokyo | Day 3

This study depicts the learning experience of students of an Indonesian university in using the books and audios available in Xreading as well as finds out whether the students use the books and audios to conduct reading only (RO) and reading while listening (RWL).

Incorporating Extensive Reading in an English Program at the OFM Postulants Community Yogyakarta #1600

Sat, Aug 14, 13:45-14:35 Asia/Tokyo | Day 3

This presentation will describe the process of incorporating extensive reading in a community of Catholic men. It will elaborate how the program ran as well as how the students reacted to the program.

Tying Fluency Reading to Regular Course Content #1594

Sat, Aug 14, 14:00-14:20 Asia/Tokyo | Day 3

Various activities can be conducted in class to maximize fluency building opportunities with graded readers and regular course target language. Speaking and writing activities based on thematically connected graded readers, and reading aloud activities constructed from target language can promote both wide and narrow fluency development.

The Experience of a Newcomer: Extensive Reading Program Setup – From Zero to 5,000 Readers #1574

Sat, Aug 14, 14:30-14:50 Asia/Tokyo | Day 3

In Thailand, implementing an extensive reading program at a university level is relatively new, especially with an online library integration. This presentation focuses on the extensive reading program implementation using the Xreading virtual library at a large public university in Bangkok. The steps taken, the challenges faced, and the lessons learned will be discussed.

X-Reading: The Potential of Integrating Extensive Reading and Students’ Critical Thinking #1604

Sat, Aug 14, 15:00-15:20 Asia/Tokyo | Day 3

This paper intends to identify the correlation between ER and students’ critical thinking. The participants of this research are the first-year students of English Education study program in Universitas Negeri Surabaya who take part in ER program. The ER program implemented for students is X-Reading, an online extensive reading website with learning management system (LMS) that provides hundreds of graded readers. The data are collected from the recorded time spent by students on X-reading activities and questionnaires based on students’ perception on how extensive reading contributes to their critical thinking skill. The data are analyzed using Product Moment formula and Coefficient Determination to find out to which extent X-Reading contributes to students’ critical thinking skill.

Cancelled Extensive Reading out of the Classroom #1592

Sat, Aug 14, 15:30-16:20 Asia/Tokyo CANCELLED

Extensive Reading was promoted through rural school teachers over an entire province. Local school students, especially the teenagers, recognized that learning could be effective over the internet, too.

A 10-Point Guide for Big, Easy Reading Programs #1545

Sat, Aug 14, 15:40-16:30 Asia/Tokyo | Day 3

Research clearly shows that your learners can effectively download English into their brains by extensive (BIG) and EASY reading. The presenters will share a 10-Point guide for doing so with online extensive reading, but this guide works for any reading system, and with any class, group, company, or school.

How Readers Are to Be Assisted for Pleasure Reading: A Choice of Assistance to Promote Extensive Reading #1580

Sat, Aug 14, 16:00-16:20 Asia/Tokyo | Day 3

This study examines the relationship between reading quality and the way readers monitor their progress. Learners through ER often feel the dilemma of quiz taking or pleasure reading. In this study, learners who read for pleasure demonstrated a better reading habit than those who read for quizzes.

Cancelled Japanese University Students' Reactions to Using an Online Extensive Reading System #1595

Sat, Aug 14, 16:30-16:50 Asia/Tokyo CANCELLED

This research explored the usage and reactions of 34 second-year Japanese university students enrolled in elective English courses to using the Xreading extensive reading virtual library, quiz and tracking system. Data was collected via an online survey, including Likert-scale and open-ended items, and via the Xreading learning management system.

An Investigation on Indonesian Freshmen's Vocabulary Knowledge #1602

Sat, Aug 14, 17:00-17:20 Asia/Tokyo | Day 3

The present study investigated two groups of freshmen’s vocabulary levels pre- and post-Extensive Reading programs in their respective universities.

The application of the Coverage Comprehension Model #1551

Sat, Aug 14, 17:30-18:15 Asia/Tokyo | Day 3

The Coverage Comprehension Model (CCM) describes how learners who know >95-98% or more of the tokens within a text are likely to comprehend it. This presentation explains how the operationalization of the CCM is based on four assumptions that research suggests are incorrect. Teachers and researchers will benefit from understanding this.

Using Non-Fiction Books to Facilitate L2 English Acquisition, Peer Collaboration, and Content Learning #1568

Sat, Aug 14, 18:20-19:10 Asia/Tokyo | Day 3

This presentation will explain how reading a non-fiction book together as a class can serve as a bridge between Intensive Reading (IR) and Extensive Reading (ER) that facilitates both acquisition and collaboration. The presenter will share strategies for selecting books, managing a reading project, and incorporating language learning activities.

Implementing an Extensive Reading Program in Settlement Language Training Courses: Challenges and Solutions #1608

Sat, Aug 14, 18:25-19:15 Asia/Tokyo | Day 3

In this session, the presenter will explore possible reasons why ER has been overlooked in the settlement language training sector in Canada, and suggest ways to remove obstacles and incorporate a program that is both practical and relevant to stakeholders, instructors and learners.

Talking past each other: Chinese EFL teachers’ understanding of Extensive Reading #1540

Sat, Aug 14, 19:00-19:20 Asia/Tokyo | Day 3

This presentation reports on findings from an investigation into twenty-four Chinese EFL teachers’ understanding of Extensive Reading (ER). Despite their positive attitude toward ER, results revealed that these teachers’ definition of ER was different from that of researchers in the field of ER.

How Do I Get My Students to LOVE Reading? #1654

Sat, Aug 14, 19:30-20:15 Asia/Tokyo | Day 3

Explore the importance of the classroom library and its relationship to reading achievement. Identify the guidelines for a quality classroom library. Discover how to use the classroom library effectively to increase independent reading

Graded Readers as Intralingual Literary Translations #1562

Sat, Aug 14, 20:30-20:50 Asia/Tokyo | Day 3

In this short presentation, I will approach graded readers from the perspective of Translation Studies, where they constitute a marginal phenomenon. I will discuss their research potential within the areas of intralingual and literary translation, and I will seek to start a discussion.

The Impact of Online Extracurricular Extensive Reading Activities on Indonesian University Students’ Reading Habits and Attitudes #1584

Sun, Aug 15, 09:30-09:50 Asia/Tokyo | Day 4

Through a RELO U.S. Embassy Jakarta program, Rachel S. Wang conducted extracurricular synchronous online extensive reading activities with Indonesian university students. She read books aloud, designed creative tasks, and had students create their own picture books. Survey data shows students’ reading habits and attitudes improved after completing these online activities.

What ER brings out in us: a comparative study of two Thai universities #1660

Sun, Aug 15, 10:00-10:20 Asia/Tokyo | Day 4

The study aims to investigate whether extensive reading (ER) can promote university students’ English reading motivation and foster positive attitude towards reading in English. It further explores the teachers’ perceptions of and the challenges faced in the implementation of ER activities. An ER program was held for eight weeks at two public universities in Thailand. Teacher’s observation and student’s log were applied to collect some insightful data. After the ER program ended, focus group interview were conducted with some students randomly and six lecturers from the participating schools who were involved in the ER program. The majority of the students from both institutions expressed positive attitudes towards the ER program. However, students with different knowledge levels of English expressed diverse opinions regarding ER practice and expectation towards English test achievement. While most of the lecturers realized the usefulness of ER, some of them were still worried about the time consuming and extra workload. Although the reflection on ER was varied in some aspects, there was a consensus about the benefits of ER in promoting English language learning among learners and teachers. Therefore, the study suggested to some degree the plausibility of implementing ER in the country like Thailand where ER is not well known.

Xreading: What’s New and What’s Next #1605

Visit the XReading page
Sun, Aug 15, 10:30-11:15 Asia/Tokyo | Day 4

Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their students’ reading progress. In this presentation, the founder of Xreading will explain the new features and improvements, and review what is planned for the future.

Improving the combination of Intensive and Extensive Approach by Extensive Readers Club project #1576

Sun, Aug 15, 11:30-11:50 Asia/Tokyo | Day 4

this presentation will share the finding of pilot project implementation of extensive reading clubs. steps of the project, methodology of measurement on 300 selected readers in 17 different provinces and districts. final report of the project implementation raised extensive readers voice to decision makers to expand English class inputs and combination of IR and ER.

ERF Affiliates Report #1656

Visit the ERF page
Sun, Aug 15, 12:00-12:50 Asia/Tokyo | Day 4

This is an open session for ERF Affiliate members, those considering starting and ERF Affiliate, and the general public. In this session, the ERF Affiliate liaison will then present the ERFs vision for the future. Then, one member from each ERF affiliate is expected to present a 3-5 minute report on their activities since the last meeting and will mention any upcoming events. Affiliate representatives will be given time to discuss together about how to cooperate in the future, and to ask questions. It is hoped that the Chairs of each affiliate would then give some advice to those who are hoping to form an Affiliate.

Harvest Growth, Seeding the Future #1687

Sun, Aug 15, 12:05-12:50 Asia/Tokyo | Day 4

Report on the activities of PERC.

Get to know your local ER Association #1685

Visit the ERF page
Sun, Aug 15, 13:00-13:50 Asia/Tokyo | Day 4

This session will be an open platform for attendees to learn about their local ER associations, in many regions of the world. Come and join them to learn more about the ER community in your area. Each association will have their own breakout room. These include PERC China (Publink Extensive Reading Club), MERA (the Mongolian Extensive Reading Association), IERA (the Indonesian Extensive Reading Association), JALT-ERSig (the Extensive Reading Special Interest group of JALT), TEERA (the Taiwan English Extensive Reading Association); MENA (the Middle-east and North African Extensive Reading Association), KEERA (the Korean Extensive Reading Association); JERA (the Japan Extensive Reading Association); and the forming groups in Thailand, Vietnam, Ethiopia, the UK. There will also be a breakout room for people interested in starting their own ER Association. Some ERF board members will be there to advise.

If not now, when? It’s Thailand’s turn to be on the extensive reading map! #1664

Sun, Aug 15, 13:05-13:50 Asia/Tokyo | Day 4

We are well aware that providing opportunities to our students to read extensively for pleasure can help them develop their language proficiency. It is, however, quite unfortunate that such an awareness is rather limited to only a few groups of teachers. So far in Thailand, the implementation of ER programs has been an individual teachers’ effort. It is likely that the existence and continuation of ER will remain at the individual teachers’ level as long as there is no official association or organization that consistently promotes ER throughout the country, and gathers ER advocates to help push ER to be integrated as part of the formal curriculum throughout Thailand. Although several attempts to convince university lecturers to form an official affiliate in Thailand have been made, up to now an ER association has not been set up. However, this is going to change. In this presentation, we will unveil the vision of the soon-to-be Thailand Extensive Reading Association (TERA) and invite ideas from the audience on how to build interest in ER in Thailand.

Get To Know PERC #1688

Sun, Aug 15, 13:05-13:50 Asia/Tokyo | Day 4

PERC up with Extensive Reading

Get to Know MENA ERF (Middle East and North Africa) #1689

Sun, Aug 15, 13:05-13:50 Asia/Tokyo | Day 4

During this session, representatives from the MENA ERF will provide an overview of their activities and the extent to which others are welcomed to become involved.

Get to know TEERA (Taiwan English Extensive Reading Association) #1691

Sun, Aug 15, 13:05-13:50 Asia/Tokyo | Day 4

An informal discussion about how to implement and assess an ER program.

Get to know MERA (Mongolian Extensive Reading Association #1767

Sun, Aug 15, 13:05-13:50 Asia/Tokyo | Day 4

Meet the Mongolian Extensive Reading Association.

Extensive reading and vocabulary learning – before and during reading #1616

Plenary

Sun, Aug 15, 14:00-15:00 Asia/Tokyo | Day 4

Extensive reading can achieve many learning goals besides being a very enjoyable pastime. In this talk I focus on vocabulary learning, considering what vocabulary knowledge needs to occur before extensive reading and how extensive reading can contribute to vocabulary learning.

As part of the knowledge needed when extensive reading begins, I look at word part knowledge and knowledge of how to learn and how these contribute to reading and vocabulary learning. Vocabulary learning during extensive reading is most effective if learners read at the right level because this allows the conditions of repetition, retrieval, varied meetings and elaboration to occur. If learners know how to manage their reading, they can increase their vocabulary knowledge, their reading skill and their fluency in reading.

2021 Language Learner Literature Awards #1705

Visit the ERF page

Award Ceremony

Sun, Aug 15, 15:00-15:20 Asia/Tokyo | Day 4

Join us to find the winners of the Language Learner Literature Awards, celebrating the best books of the last year. The categories are: Very Young Learners; Young Learners; Adult and Adolescents: Beginners; Adult and Adolescents: Intermediate; and Adult and Adolescents: Upper intermediate and Advanced.

Reading for Beginners #1554

Sun, Aug 15, 15:30-15:50 Asia/Tokyo | Day 4

How to acquaint Educators and Parents on teaching beginners how to read in a fun and easier way.

Write your own original Graded Reader story! #1768

Sun, Aug 15, 15:55-16:15 Asia/Tokyo | Day 4

Do you have an original story to tell? Could it work as a Graded Reader for teenage learners of English? Join this session with a Commissioning Editor from Oxford University Press to see if your idea is interesting enough to take forward.

How to Motivate Students Through Reading Marathon #1585

Sun, Aug 15, 16:05-16:55 Asia/Tokyo | Day 4

This session will give brief summary of how to manage and organize a mass reading competition called Reading Marathon.

An ER Program in a Large Class in Middle School #1548

Sun, Aug 15, 16:10-17:00 Asia/Tokyo | Day 4

We'd like to share with you how we practiced extensive reading in a public middle school in China since 2019. The presentation is mainly about how we organize the program and what we have achieved.

Student Reactions to Extensive Listening with Class Readers and a Virtual Library #1577

Sun, Aug 15, 16:30-16:50 Asia/Tokyo | Day 4

This presentation will cover how Japanese university students responded to a year-long extensive listening curriculum. This presentation will be of interest to teachers who are considering either implementing extensive listening, using a set of class readers, and/or using a virtual library such as Xreading.

Leading into Extensive Reading through Storytelling #1593

Sun, Aug 15, 17:00-17:45 Asia/Tokyo | Day 4

The presentation aims to recount how reluctant readers in a UAE higher education institution were lead into extensive reading (ER) through an online storytelling activity where students read graded readers aloud whilst recording themselves in a Zoom meeting. This was then shared on a Microsoft Stream channel for viewing outside the classroom. The project was devised to foster language and social entrepreneurial skills as well as motivating students to read extensively.

What Makes a Reader Read On? #1553

Sun, Aug 15, 18:00-18:45 Asia/Tokyo | Day 4

How to write a graded reader that engages and encourages the reader to read on.

Cancelled Extensive Reading in L2: Potential of Using LARA Assisted Reading Platform for Increasing Incidental Vocabulary Acquisition #1557

Sun, Aug 15, 19:00-19:20 Asia/Tokyo CANCELLED

The paper provides an overview of a unique on-line open source e-reading platform, LARA, and offers an insight into the early user feedback on their reading experience.

Test Session #1766

Sun, Aug 15, 19:00-08:50 Asia/Tokyo | Day 5

You can join this session to check you have the correct access, and check your zoom connection is working. Please don't be shocked if somebody else is there!

Lounge and Reception #1521

Mon, Aug 16, 08:30-11:45 Asia/Tokyo | Day 5

Join a breakout room to meet our sponsors, ask presenters questions or chat with other people at the conference.

While sessions are going on, you may have to find "Breakout Rooms" in your Zoom toolbar, then "join" the lounge. There are also breakout rooms for: ER and Younger learners ER at Elementary ER at Middle School ER at High School ER at University ER with Adults ER with no money or resources Practical Activity ideas Researching ER Representaion in Learner literature Using readers to change the world

The Implementation of Extensive Reading Approach in Online Second Language Instruction #1541

Mon, Aug 16, 09:30-11:00 Asia/Tokyo | Day 5

I will discuss the integration of the Extensive Reading Approach into online videoconferencing teaching. How can teachers help students accumulate academic vocabulary, build autonomy, improve literacy skills (reading and writing skills), and become life-long learners remotely? I will engage participants with engaging online activities during the workshop.

Raising the Voices of Young Learners: Experiences in Reading for Pleasure #1552

Mon, Aug 16, 11:00-11:45 Asia/Tokyo | Day 5

This presentation reports the findings of a qualitative PhD study carried out with young learners. Extensive reading, reading circles and reading aloud were implemented. Action research was used to examine the L2 reading process. Findings show the participants’ L2 reading accounts.

Breakout Room Discussions #1783

Mon, Aug 16, 11:55-19:30 Asia/Tokyo | Day 5

Join a breakout room to share ideas with other ER teachers, creators and researchers. While sessions are going on, you may have to find "Breakout Rooms" in your Zoom toolbar, then "join" the lounge.

There are breakout rooms for:

ER and Younger learners

ER at Elementary

ER at Middle School

ER at High School

ER at University

ER with Adults

ER with no money or resources

Practical Activity ideas

Researching ER

Representation in Learner literature

Using readers to change the world

Here are some questions to think about: https://docs.google.com/document/d/1L1_HOaiFrDRM4dT29GRi5ubYVkb4PvMgjj-DAkjjUHs

ER practice through a Reading Marathon #1582

Mon, Aug 16, 12:00-13:30 Asia/Tokyo | Day 5

This workshop will assist you to find motivation for reading and create enjoyable reading practice through Reading Marathon.

ER 101. What is ER? The basics - QUESTION TIME (Monday session) #1777

Visit the ERF page
Mon, Aug 16, 13:30-14:30 Asia/Tokyo | Day 5

This is the question time connected to the recorded session in the video below. Please watch the video BEFOREHAND. We will not play the video during the session. This is an open mic session to discuss the topics in the video and share ideas.

How to do ER with no money and few resources - QUESTION TIME (Monday session) #1778

Visit the ERF page
Mon, Aug 16, 15:00-16:00 Asia/Tokyo | Day 5

This is the question time connected to the recorded session in the video below. Please watch the video BEFOREHAND. We will not play the video during the session. This is an open mic session to discuss the topics in the video and share ideas.

The Experience Sharing Practices of Extensive Reading Teachers in Mongolia #1559

Mon, Aug 16, 18:00-19:30 Asia/Tokyo | Day 5

The Best Experience Sharing through the practical training was effective to find out what Best Examples are among the extensive reading practitioners. Certificated the coach ministry to new instructors were supportive to the association of Extensive Reading in Mongolia.