Out-of-Class Extensive Reading in Japanese as a Second Language: Enhancing Learner Autonomy Beyond the Classroom

Abstract

With the rising popularity of extensive reading (ER) in Japanese language teaching, three types of ER have been identified: classroom-based ER (instigated by the teacher), out-of-class ER (optionally organized by the teacher/facilitator out of class), and autonomous out-of-class ER (instigated by the learner). Although ER encourages learners to extensively read in the L2 both in and out of class, it is unknown whether engagement in out-of-class ER leads learners to become more autonomous in their ER. In this study, the authors investigated the effectiveness of out-of-class Japanese ER sessions with international students at a Japanese university. A group of around ten students gathered voluntarily for weekly sessions led by a facilitator to read selected books. After eight months, six participants, who were leaving the sessions, were interviewed. Seven months later, three of these six were interviewed again on whether they had continued practicing out-of-class ER autonomously. Based on the analysis, the authors discuss whether out-of-class ER may encourage autonomous ER and, if so, what aspects of it may contribute to the process. The pedagogical implications of this are discussed, including suggestions for enhancing learner autonomy beyond the classroom, as well as issues relevant for future research.