Implementing an Extensive Reading Program by Using a Virtual Library to Improve Vocabulary in Young Learners

Abstract

Recently there has been a considerable interest in the effect that Extensive Reading (ER) causes on second language acquisition. A growing body of literature has been done to determine its advantages in the development of young learners’ vocabulary and motivation. The current study is an attempt to investigate how the implementation of online ER practices through Edmodo facilitated students’ vocabulary enhancement. It also aimed at establishing what students’ attitudes towards reading printed and online texts are. This research employed a mixed method, with an action research design. The research involved 21 seventh grade students from a public primary school in Machala. The data were collected through a focus group interview, the ATRS survey, and a section of the Cambridge Starters tests. Descriptive statistics and the effect size were used to analyze data. The results indicated that ER had a significant effect on learners’ vocabulary and their attitudes toward reading, both traditional and online, were positive. Further studies are recommended to identify the effects of ER on reading comprehension and speed.