Name: Hoang Khanh Linh Date: December 15, 2014

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CRITICAL REVIEW

Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language.

Reading in a Foreign Language, 25(2), 2.
Recent decades have witnessed the boom in English teaching and learning as this language
has been officially and globally used. Thus, numerous educators and researchers have ceaselessly
invested a great deal of time and effort in finding the way to help learners achieve mastery of
English, which requires the proficiency in all four skills of listening, speaking, writing and reading.
Among these linguistic competences, reading, which is recognized as a crucial skill, has been the
focus of many studies. Two kinds of reading teaching that inevitably attract commentators attention
are intensive and extensive reading approaches. While the former is frequently introduced in ESL
classrooms and considered as the primary method, the latter, even acknowledged to be a value, has
not gained in popularity and still remains a suggestive topic for further investigating.
One of the researchers whose interest is extensive reading in ELT is Junko Yamashita. The
object of her study is to examine the impacts of extensive reading (ER) on different components of
L2 reading attitudes. Yamashita acknowledges prior studies in the same field which examine the
benefits of ER such as providing input for L2 learners and having positive effects on many L2 skills
as well as attitude and motivation towards reading. There are also studies on ER in classroom (Robb
& Susser,1989 and Lao & Krashen, 2000) yet they primarily focus on learners attitudes to classroom
activities and support the existence of positive attitudes to ER. Therefore, there is a deficiency of
research into the way L2 reading attitudes are affected by ER, which urges her to conduct the study.
To validate her research topic, the author reviews previous studies in the field of ER and its
effects on L1 and L2 reading attitudes. Firstly, she presents the definition of ER and the
circumstances of ER in reading classes which were thoroughly investigated by Day and Bamford,
2002. Secondly, she defines reading attitude as well as the aspects of reading attitude in L1. The
effects of ER on these aspects are confirmed by prior researchers. On the grounds of this result,
Yamashita proposed the correlation between ER and reading attitudes in L2 by referring to the two
models developed by Day and Bamford (1998). The first model hypothesised four sources forming
L2 reading attitudes. The second model presents factors that motivate learners decision to read.
Based on them, Yamashita assumes the effects of ER on L2 reading attitudes by influencing their
aspects.
This presumption is further supported by the virtuous circle for successful L2 readers in
which ER results in positive attitudes or reading motivation, creating a circle of motivation to read
read more positive attitude motivation. In her previous study in 2004 as well as research by
Takese (2007), motivation is one aspect of reading attitudes. This corroborates her assumption that
ER leads to reading motivation which influences reading attitudes.
In conducting the research, Yamashita employs a reading attitude questionnaire using a Likert
scale which is adapted from the one used in her previous study in 2007. There are five factors
interpreted as aspect of EFL reading attitude (Comfort and Anxiety) and cognitive aspect
(Intellectual Value, Practical Value and Linguistic Value). Participants are 61 non-native second-year
undergraduate students whose major English reading experience is the ER provided in their class.
They respond to the questionnaire in the first class (pre-test) and the last class (post-test). During
class, they are able to access to approximately 500 graded English readers and encouraged to choose
what to read. The class is divided into two parts of short lectures and free reading. Besides reading in
class, students also read at home and write book reports including basic information of the reading
content and their feelings about it. They receive a grade based on their class participation, reading
amount and book reports. The result is collected and analysed by ANOVA statistic model and
corrected by Greenhouse-Geisser. The variable of Linguistic Value is deleted due to the difficulty of
identifying measurable improvement.
Yamashita finds that ER increases students feelings of comfort and reduces anxiety towards
EFL reading. It also has positive effect on the intellectual value that the students attach to reading.
Notwithstanding, ER has no effect on practical value. She also demonstrates the correlation between
her findings about comfort, anxiety and intellectual value and other researchers studies (Yamashita,
2004 and Fujita & Noro, 2009). However, there is no explanation for the last result.
She recognizes five limitations of her study. First, it does not examine how long the effects of
ER on reading attitudes continue. Second, it cannot be applied to any educational settings, thus
suggest more studies. Third, it does not present the changes to reading attitude models. Fourth, the
study does not investigate possible interactions among variables. Fifth, there is not control group in
the research. However, there are two valuable implications of this research. First, educators should
be aware that positive attitudes do not always foster increased reading. Second, teachers should
carefully observe their students when implementing ER instead of assuming that ER always
cultivates positive feelings towards reading.
Generally, the study can be regarded as a considerable endeavour to investigate a rather new
field of study. Her findings have conclusive values for realistic applications as well as further studies.
The research method, procedure, findings and analysis are standard and in-depth.
The author thoroughly review, analyses and evaluates previous work of other researchers. She
provides explicit justifications for her research by indicating the paucity of existing studies. Even
though there are numerous investigations into whether ER affects reading attitudes, the findings on
how the effects occur are not included. This implies Yamashitas critical mind in the field of study. In
the literature review, the reading attitude models as well as the relationship between ER and L2
reading attitudes are comprehensively discussed. The examination of prior studies is always provided
when Yamashita proposes a hypothesis, which proves her professional manner of carrying out
research.
The questionnaire used is appropriate to collecting students reflection on how ER affects
their attitudes. However, the efficiency of book report employment is not clearly stated. There is
barely evidence and data of why and how book reports are utilised. In spite of that, her method
shows its validity to the results. As for the participants, it may be more rigorous if there is an
acknowledgement of their genders and English proficiency levels. Additionally, it can be thorough
and easier to contrast should there be two groups of students who do and do not access to ER. Hence,
the result can be more remarkable.
It is noted that the author analyses the findings rather thoroughly. Nonetheless, the result that
ER does not affect practical value is not evaluated and examined. There may be readers who expect
that practical value is considerably influenced by ER. The explanation should be presented to satisfy
the wonder of audience. Regardless of this shortcoming, the author is successful in carefully stating
her studys limitations. She also provides useful remarks for further studies and pedagogical
applications. They are utterly helpful for other researchers who are interested in the field.
In conclusion, the article of Junko Yamashita is a constructive study in how ER affects
reading attitudes. It supplies a comprehensive discussion on existing research as well as quality
results. The suggestions for research and education are also provided. Even though there are
inconspicuousness and shortage, the study still has values in the research area.