Investigating the Effectiveness of Extensive Reading Programs in Improving Reading Fluency and Vocabulary Acquisition

Abstract

This research has sought to establish the extent to which Extensive Reading (ER) programme can be used as a strategy to enhance ELL’s reading fluency and build up their vocabulary in Pakistan. This study employs a qualitative research methodology to investigate the effects of extended reading programmes on improving students' reading skills and vocabulary acquisition. In the present investigation, seven ELL teachers and program coordinator of the University of Lahore responded to an English-centered project. . The data main collection technique include structured interviews face to face. The research technique for this study is based on Krashen’s Input Hypothesis and the Theory of Extensive Reading. Thematic analysis and coding were used to analyse the data collected. According to Krashen’s Input Hypothesis, second language acquisition takes place through an input procedure; for the Theory of Extensive Reading Training, the main activity is reading for the fun of it. Program recommendations also incorporate a number of implementation methods with comprehensive reading programs: Curricular integration; design of Reading Hours; Reading Corner and library visits. These findings suggest that performing ‘Extensive Reading Programs’ could improve the reading fluency and vocabulary acquisition of ELLs and these results could be useful to teachers and policy makers. Therefore, the outcome of this research could help in the subsequent education and training and enhance the effectiveness of relevant measures required for the development of reading skill in ELL in Pakistan. The findings of this study reveal that extensive reading (ER) could be effective for enhancing general reading and enhancing the extent of vocabulary in the teaching of the ELLs in Pakistan. Therefore, by mitigating the difficulties of these programs, and optimizing the opportunities that are available, teachers of ELLs can build improved learning situations and development, hence promotion of the language development of ELLs.