Extensive Reading (ER) was made a part of a new English language program at Tamagawa University in 2012. Questionnaire data from this first year revealed positive student responses in regard to reading for pleasure. Data from a teacher survey showed that the teachers understood the roles of ER in providing wider exposure to the language and encouraging some degree of reading outside of class. In 2013, to deal with an expanded program, the authors devised new teacher and student questionnaires to more fully understand the ER component and to determine whether the goals of ER were being achieved. This paper reports on the student and teacher feedback from 2013 and analyzes the questionnaire results in order to identify any similarities and differences between student and teacher perceptions of ER. It further considers how the results inform future ER implementation in the language curriculum.
http://www.er-korea-2013.org/wp-content/uploads/ERWC2-Proceedingsfinal.pdf
