- 期刊
- OpenAccess
Taiwanese English Teachers' Attitudes to Extensive Reading
臺灣英語文教師對廣泛閱讀的態度之探究
摘要
This paper explores Taiwanese EFL teachers' attitudes toward Extensive Reading (ER). A mixed-method study was carried out as follows: A survey was circulated to 46 Taiwanese EFL teachers, face-to-face interviews were conducted, and a focus group was held. Several research results were found. The teachers rated ER quite highly in terms of facilitating second language acquisition and slightly lower as a means of improving student outcomes on standardized tests; they ranked it fairly poorly compared to other pedagogical methods such as formal instruction and project-based learning; teachers who claimed to have used ER programs in their classrooms in the past tended to think it more effective than their colleagues who had no experience of it; and lack of time was cited as the main reason for not using ER programs. Finally, the authors make several suggestions as to how policy makers and school leaders can facilitate implementing ER programs in Taiwanese schools. These include raising awareness of the benefits of ER among teachers, students, and parents; providing teacher training workshops; cooperating with teachers to make room in the curriculum for ER; and making reading resources available.