Reader Preferences in Teacher-guided and Self-directed Extensive Reading Program

다국어 초록 (Multilingual Abstract)

Extensive Reading (ER) is a pedagogical approach in second language (L2) education that has a strong foundation and is highly effective in fostering a passion for reading and enhancing reading proficiency. This study aimed to investigate the diverse landscape of ER, revealing the extensive range of genres, topics, and book selections it contains. The study examined a group of 83 nursing students in Seoul, who were divided into two groups: one receiving teacher guidance and the other engaging in self-directed learning. The program lasted for a duration of 15 weeks and focused on extensive reading training. The results indicated a strong preference for non-fiction literature, particularly in the field of Science, which aligns with the professional interests of the nursing students who took part in the study. The group that was supervised by the teacher demonstrated a wider range of subject study, particularly in the areas of Science, Social Studies, and History, highlighting the significance of having organized direction. On the other hand, the self-directed group exhibited a more equitable distribution of reading materials, encompassing both fiction and non-fiction genres. The observation may potentially indicate a correlation with their personal motivations and educational paths. Notable correlations were observed among specific subjects, suggesting a strong inclination towards interdisciplinary pursuits and the possibility of integrating disparate areas of knowledge. The books that are most frequently read tend to be focused on the subject of Science, while also maintaining a balanced reading level. This suggests that students have a preference for materials that are neither excessively simplistic nor excessively hard. Despite being somewhat overshadowed by factual content, narratives continue to maintain their attractiveness, therefore underlining their crucial position in the landscape of extensive reading settings. Furthermore, the study provides valuable perspectives on the reading habits of second language (L2) learners, emphasizing the ongoing popularity of narratives, the need of multidisciplinary education, and the delicate equilibrium between self-direction and instructional support. The aforementioned discoveries have the potential to impact instructional approaches, leading to a more effective integration of student needs and interests. Additionally, they provide a foundation for future investigations into the underlying motivations driving these preferences for reading materials.