Extensive and intensive reading in the EAP class

Hanna Suteja(1*),

(*) Corresponding Author


Reading classes in EAP programs usually give more emphasis on intensive reading since teachers can give more explicit and guided instructions on reading skills and vocabulary.  Extensive reading, on the other hand, often serves as additional activities. Some teachers may consider extensive reading impractical due to the limitation of time and curriculum in language learning at the university level (Macalister, 2007). With long hours of study time and other activities in the English for Academic Purpose (EAP) program, extensive reading assignments could be seen as a burden for the students.  However, Wang & Wang (2013) point out that for the last three decades the role of extensive reading becomes more significant in language learning. This study aims to examine the students’ attitudes towards the implementation of extensive reading in comparison to the intensive reading in class and how the students benefit from each practice. This study will survey twenty international students by employing questionnaires as well as interviews to gain their responses. The result is expected to shed light on how the extensive reading should be implemented together with intensive reading in the program.

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