Francisca Maria Ivone
About
Francisca Maria Ivone teaches at the Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia. She researches ELT, Technology-Enhanced Language Learning, Extensive Listening and Viewing, Extensive Reading, learning autonomy, and collaborative learning. During her language study and teaching years, she used and benefited from Extensive Reading (ER), Listening (EL), and Viewing (EV), as well as the use of technology in language teaching and learning. She now teaches ER classes and incorporates ER, EL, and EV programmes into her language skill courses. She also teaches technology in language teaching and learning and ELT courses.Sessions
College and University From Pages to Habits: Student’s Journey in an Extensive Reading Course more
Sat, Sep 6, 15:10-15:55 Asia/Tokyo
The study examines the impact of an Extensive Reading (ER) program for first-year English Department students at a tertiary education institution in Indonesia. Research has found that developing independent reading habits is crucial in foreign language learning, yet many first-year English department students struggle to transition from required reading to self-directed reading for pleasure. To address this challenge, ER is integrated into the curriculum as a compulsory course for first-year English department students. The case study investigates how a one-semester ER course influences the reading habits and experiences of a cohort of first-year students. It examines data from 150 students, using ER self-reflection reports, reading history logs from the digital platform Xreading, and interviews to gain information on the evolution of the student's reading habits. The expected findings will reveal patterns in their reading habits, challenges they encounter, and the role of the digital reading platform in shaping their experiences.
All Levels Ideas to Access Materials: A Summary of Solutions to ER's Biggest Problem more
Mon, Sep 8, 11:50-12:35 Asia/Tokyo
In this moderated session, the scholarship recipients who received funding to support their attendance at ERWC7 will share solutions to some of the main problems associated with ER. Common challenges including limited awareness of ER in training on pedagogical approaches, rigid curriculum and institutional policies, and a lack of localized research evidence all hamper initiatives to implement ER. Although these are significant hurdles, it is only with access to suitable materials that ER/EL/EV can be introduced and delivered effectively to move forward in addressing these challenges. The success in grassroots classrooms and institutional programs depends on teachers having interesting, level-appropriate, graded materials for their learners. Drawing from their experience and summarizing a range of presentations at this Congress, the panelists will share examples of resources available and novel methods being taken to overcome this primary limitation. Participants will be able to add and take away valuable ideas.
