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Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia

University of Nottingham

Norbert Schmitt

University of Nottingham, norbert.schmitt{at}nottingham.ac.uk

Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach.

Key Words: extensive reading • intensive reading • vocabulary acquisition • reading speed • reading comprehension • learner attitudes

Language Teaching Research, Vol. 13, No. 4, 383-401 (2009)
DOI: 10.1177/1362168809341508


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