College and University Is Audio-assisted Extensive Reading Better? Insights From Three Years of Data more

Research on extensive reading (ER) is often limited by a lack of control over how the ER treatments are conducted and assessed. Recent studies suggest that when ER activities are self-reported and unmonitored, participants may falsify reading records, introducing bias into research findings (Mikami & Shiozawa, 2023). Moreover, few studies investigate the comparative effects of other ER-based approaches, such as extensive listening (EL) and audio-assisted extensive reading (AER). This study aimed to examine the impact of monitored ER, EL, and AER on the general language proficiency development of learners of Japanese as a foreign language. Using an experimental design, we collected and analyzed participants’ standardized language proficiency test scores from the Japanese Computerized Adaptive Test. While our preliminary one-year findings indicated that AER outperforms ER and EL, this presentation will report the comprehensive results of our three-year study, offering deeper insights into the efficacy of these approaches for language acquisition.