College and University Challenges and Student Perceptions of a Type 5 Integrated ER Program more

This study explores student perceptions of the Type 5: Integrated Extensive Reading (ER) Program, a structured standalone ER course implemented in the English Education Department at the fourth-semester level. Unlike traditional ER, which focuses on reading for pleasure, this program integrates reading, writing critical reviews, focus group discussions, and presentations to enhance engagement. The research examines how students perceive its implementation, particularly regarding academic experience, workload, and skill development. By analyzing student feedback, the study identifies challenges, advantages, and overall reception of the Integrated ER approach. Using qualitative methods, including student reflections and discussions, it highlights how students navigate the program, their engagement levels, and perceived impact on learning. The findings offer insights into how structured ER programs are received in higher education and provide recommendations for improving implementation, ensuring that ER remains an effective and engaging approach to developing language proficiency and critical thinking skills.