Investigating the Impacts of Intensive and Extensive Reading Approaches on the Reading Attitudes of Pakistani Pre-University EFL Learners

Abstract

This study attempts to examine the impacts of the intensive and extensive reading approaches on the reading attitudes of pre-university English as a foreign language learner (EFL) of Pakistan. This is a quantitative study using a pre-and post-test group design. The participants were 220 students of the foundation-level English course at Sukkur IBA University, Pakistan. A pre-test and post-test questionnaire was employed by the researchers to gather the data. The data were analyzed using a paired sample t-test. The results revealed that students' reading attitudes significantly changed after participating in the reading classes using the current reading approaches. The findings also showed that learners` linguistic competence significantly changed after the program. They also perceived themselves as skilled and strategic readers after the program. In addition, they reduced their reading anxiety and felt comfortable while reading in English. However, the intellectual value and the practical value of the learners remained the same before and after the program. The findings also revealed that teachers' use of Intensive reading (IR) and Extensive reading (ER) approaches in the reading classes could make learners skilled and autonomous readers. Ultimately, it could enhance their attitudes toward reading in English. The researchers recommend that IR and ER approaches should be integrated into the classes to maximize the reading proficiency and reading attitudes of the EFL Learners for a better outcome.