Made Hery Santosa
Universitas Pendidikan Ganesha
About
Made Hery Santosa teaches in Universitas Pendidikan Ganesha, Bali, Indonesia. He has published in numerous journals and served as an article editor of SAGE Open and a reviewer of TESOL Journal, Frontiers Psychology, Springer Nature, TESL-EJ, and Kasetsart Journal. His research interests include EFL, AI, CALL, ER, and innovative pedagogies.Sessions
Young Learners Engaging Extensive Reading in a Deaf-Hearing Inclusive School in Bali more
Sun, Sep 7, 09:00-09:45 Asia/Tokyo
This study examines an scaffolded extensive reading (ER) program to leverage English literacy, motivation, and vocabulary in a deaf-hearing inclusive school in Bali, Indonesia. Framed within descriptive qualitative research, the study employed interviews to two voluntary teachers and observations to the students’ reading logbooks. The transcripts were analyzed using thematic analysis and the logbooks were by interactive model analysis. The study found the program leverages students’ literacy, engagement and English reading skills. Key themes include inspiring activities, increased English proficiency, vocabulary development, and shifting reading habits. While the ER program enhances students’ learning, challenges persist, involving limited supports and book access, vocabulary gaps, and sustainability. These findings emphasize the role of scaffolded ER in building sustainable reading cultures in underserved communities while highlighting its need of library resources, digital reading tools, and long-term literacy initiatives. Exploring technology-driven reading interventions and community-based literacy programs are strongly encouraged for future research.
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.
