Qualitative and Quantitative Analyses of Long-Term EFL Extensive Reading: Taking into Account the Amount of Words Read

本研究的目的是通过考虑阅读量来评估日本高等院校英语学习者长期广泛阅读（ER）的效果。本研究采用定性与定量相结合的研究方法，旨在提供与ER相关的多方面分析结果。通过在课堂上使用沉默持续阅读方法，沿着使用适合日本英语学习者水平的简易英语书籍，参与者在第一年平均阅读约10万个单词。通过持续两年的ER，他们阅读了超过20万个单词，然后在两到四年内阅读了40万到120万个单词。为期一年的ER计划对英语理解能力，阅读速度和情感方面有积极的影响。分析还显示，当学习者阅读了几十万到一百万个单词的英语时，他们的托福成绩显著提高。

The purpose of this study was to evaluate the effects of long-term extensive reading (ER) on EFL learners in higher educational institutions in Japan by taking into account the amount of words read. Both qualitative and quantitative research methods were employed in this study in order to provide a multi-faceted analysis result associated with ER. Through the use of the Silent Sustained Reading method in class, along with the use of easy English books appropriate for the levels of Japanese learners of English, the participants read approximately 100,000 words on average in the first year. By continuing ER for two years, they read more than 200,000 words, and then 400,000 to 1,200,000 words within two to four years. The one-year ER program had positive effects on English comprehension ability, reading speed, and affective aspects. The analyses also revealed that, when learners have read several hundred thousand to one million words of English, their TOEFL scores improved significantly.