Investigation of L2 Learners’ Reading Attitudes with an Impact of Extensive Reading Project at Secondary Level, Sindh, Pakistan

Dania Wasi Khan, Shumaila Aijaz Memon


In Pakistan, English is most importantly taught at all levels of education and several subjects are taught through the medium of English. Students acquire much of knowledge by reading written literature. Therefore, the importance of reading is inevitable at school level where students have to develop and adopt several strategies and new skills. Reading attitude is a complicated notion, and has a crucial role in developing reading skill. Reading attitudes are based on past experiences and practices and make a learner to be positive or negative for attempting the reading activity. Several researches suggest that learners’ choice for reading material and flexibility add a vital role in shaping the reading attitudes of the learners. Therefore, this study had taken the extensive reading for the instruction to gain support for the reading attitudes in second language. This attempt was made to fill the gap by investigating the effectiveness of extensive reading on the L2 reading attitudes. The subjects were 110 secondary level learners from Sindh, Pakistan. A reading attitude likert scale questionnaire was used before and after the 12-week project of extensive reading with 20 items divided into 6 variables: self-perception, intellectual value, practical value, linguistic value, comfort and anxiety. The results were compiled with the help of SPSS analysis, that showed the descriptive analysis of both pre and post project reading attitudes for each variable and significant difference. Suggestions and implications are highlighted for future practices and research.

Keywords: Extensive reading, Reading attitude, Second Language, Learners’ Choice

DOI: 10.7176/RHSS/11-2-06

Publication date: January 31st 2021

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