Longitudinal Case Study Research of Long-Term EFL Extensive Reading

这项纵向案例研究主要关注作为大学英语课程一部分的两到三年的泛读课程的有效性。从阅读总量和阅读水平来看，继续学习英语阅读一年以上的学生在英语阅读技能上都有显著的提高。这些学生意识到了他们的进步，这是他们继续阅读ER和增加阅读量的动机。然而，一名学生在急诊室的第一年内没有表现出任何进步，在继续急诊室一年后也没有改善。此外，学生往往很难找到适合他们英语阅读水平和兴趣的书籍。

This longitudinal case study research primarily focused on the effectiveness of a two- to three-year extensive reading (ER) course as part of an EFL university curriculum. The qualitative analyses revealed that the students who continued ER for more than one year showed notable improvements in their English reading skills, as seen from their reading amounts and reading levels. These students were aware of their advances and that realization served as their motive for continuing ER and increasing their reading amounts. However, one student who did not demonstrate any advances within the first year of his ER, did not improve after continuing ER for an additional year. Moreover, students tend to have difficulty finding books that suit their English reading proficiency and interests.