ISSN: 2222-6990
Open access
Extensive reading is acknowledged as one of the approaches to encourage ESL learning and acquisition. With the integration of technology in education, extensive reading is evolving to accommodate the current teaching and learning environments. However, the amount of literature reviews on extensive reading in primary schools is limited, as many studies are focused on learners in secondary schools or tertiary institutions. Hence, this review systematically identifies the implementation of extensive reading to assuage Primary ESL learners reading difficulties. Using three databases, namely; Google Scholar, Scopus, and Educational Resources Information Centre (ERIC), 15 articles published between 2018 and 2023 were extracted. Two significant findings are presented in this review. First, poor reading comprehension is the main factor that contributes to primary learners' reading difficulties. Second, extensive reading can assuage reading difficulties when the learners’ unique abilities and needs are addressed optimally. These findings suggested that there are gaps in this research area that could be further explored in the future. Substantially, this systematic review is valuable to researchers and educators as it offers more insights into the implementation of extensive reading to assuage ESL learners’ reading difficulties specifically in the primary school context while identifying the gaps in this research area.
Al-Jarf, R. (2022). Educated Arabs' Reading Interests and Preferences Before, During, and After the Pandemic. Journal of Learning and Development Studies, 2(3), 23-37.
Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., ... & Stern, J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development, 84, 102397.
Baker, J., & Nguy?n, M. C. (2021). A Literature Review of the Use of the Term Extensive Reading in Second Language Literature: Who Was the First to Use It. English Scholarship Beyond Borders, 7(1), 1-26.
Bala, A. (2022). The Attitudes of EFL Learners Towards Extensive Reading Program in Digital Library in Private Primary School (A Case of Erbil). International Journal of Social Sciences and Educational Studies, 9(1), 383-392.
Birketveit, A., Rimmereide, H., Bader, M. & Fisher, L. (2018). Extensive reading in primary school EFL. Acta Didactica Norge. 12. 9. 10.5617/adno.5643.
Conaway, P. & Parsons, A. (2023). ER and reading targets: An investigation into teachers’ choices and their rationales. Journal of Extensive Reading, 10(3).
Endris, A. A. (2018). Effects of Extensive Reading on Ethiopian EFL Learners’ Reading Comprehension and Perceptions. Extensive Reading World Congress Proceedings, 4, 236-244.
Fredriksen, B. (2022). Promise not kept: universal primary education for all children in sub-Saharan Africa. Journal of International Cooperation in Education, (ahead-of-print).
Hurwitz, S., Garman-McClaine, B., & Carlock, K. (2022). Special education for learners with autism during the COVID-19 pandemic: “Each day brings new challenges”. Autism, 26(4), 889-899.
Jeon, E. Y. & Kim, B. G. (2021). Extensive Reading for Young EFL Learners in Korea: A Case Study. Journal of Korean Association for Learner-centered Curriculum and Instruction, 21(15), 723-738.
Kim, U. J. & Kim, J. R. (2022). Success Factors of Extensive Online-Based Elementary English Reading. Journal of Elementary English Education, 28(4), 79-101.
Kosimov, A. (2022). The Significance Of Modern Teaching Methods In Efl Classroom And Second Language Acquisition. (In The Example Of Focus On Form And Focus On Forms In Primary Schools). Involta Scientific Journal, 1(4), 157-164.
Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.
Liando, N. V., Pajow, C., & Maru, M. G. (2021, July). Extensive Listening and Its Relation Towards Vocabulary Knowledge. In 5th Asian Education Symposium 2020 (AES 2020) (pp. 348-353). Atlantis Press.
Maipoka, S. A., & Soontornwipast, K. (2021). Effects of intensive and extensive reading instruction on Thai primary learners’ English reading ability. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 146-175.
Masonbrink, A. R., & Hurley, E. (2020). Advocating for children during the COVID-19 school closures. Pediatrics, 146(3).
Meganathan, P., Yap, N.T., Paramasivam, S., & Jalaluddin, I. (2019). Incidental and Intentional Learning of Vocabulary among Young ESL Learners. 3L The Southeast Asian Journal of English Language Studies.
Nkomo, S. A. (2020). Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice. Per Linguam: a Journal of Language Learning. 36(2), 126-137.
Nkomo, S. A. (2021). The Benefits of an Extensive Reading Programme Implemented in Two Foundation Phase Classrooms in the Eastern Cape, South Africa. Reading & Writing, 12(1), a290.
Oaxaca, G., Lezama, V., & de los Angeles Sanchez, M. (2022). ER and young learners: Building a foundation for English reading through teacher reading aloud. Journal of Extensive Reading, 9(1).
Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53(2), 243-249.
Page, M.J.; McKenzie, J.E.; Bossuyt, P.M.; Boutron, I.; Hoffmann, T.C.; Mulrow, C.D.; Shamseer, L.; Tetzlaff, J.M.; Akl, E.A.; Brennan, S.E.; et al. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, 1–9.
Park, J. & Lee, J. (2021). Effects of e-books and printed books on EFL learners’ reading comprehension and grammatical knowledge. English Teaching, 76(3), 35-61.
Pirih, A. (2019). Extensive Reading and Changes to Reading Motivation in EFL among Slovene Primary School Learners. Revija za elementarno izobraževanje. 12. 291-314. 10.18690/rei.12.4.291-314.2019.
Reimers, F. M. (2022). Learning from a pandemic. The impact of COVID-19 on education around the world. Primary and secondary education during Covid-19: Disruptions to educational opportunity during a pandemic, 1-37.
Song, M. (2020). The impact of extensive reading on EFL primary school learners’ vocabulary acquisition and reading comprehension. Extensive Reading World Congress Proceedings, 5, 60-69.
Waring, R., & Vu, H.T. (2020). Challenges Setting up Extensive Reading Programs in Vietnam. Journal of Extensive Reading, 5, 11-22.
In-Text Citation: (Rahman & Mohamad, 2023)
To Cite this Article: Rahman, M. A., & Mohamad, M. (2023). Extensive Reading to Assuage Primary ESL Learners Reading Difficulties: A Systematic Review. International Journal of Academic Research in Business & Social Sciences, 13(8), 474– 488.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode