College and University Student Engagement with Free Chosen and Assigned Books in an ER Course more

This study investigated an Extensive Reading (ER) implementation in a university classroom. It involved the first-semester students who read a combination of the same graded readers at different levels and self-selected books based on their preferences. The study focused on students' engagement and progress on the combination as well as on group dynamics in the classroom. The data collection included students’ reading logs, group work results, and students’ feedback. By analyzing student feedback and individual and group reading engagement data, the study found that most students participated in the group reading and enjoyed the combination of two types of book choices. However, some challenges such as book availability, demotivated students, and students’ reading speed were still present.