College and University Agency and Guidance to Aid Motivation in Reading Outside Class more

Sat, Sep 6, 16:05-16:50 Asia/Tokyo

This action research explores how learner agency, combined with guided support (such as teacher and peer graded reader recommendations, reading journals, and personal target-setting) can foster sustainable extensive reading (ER) habits among first-year Japanese university students. Most participants had limited reading-for-pleasure experience, initial surveys showed. Instead of fixed word-count goals, students tracked progress by the number of books read, based on self-set targets. Across two years, around 80 students from four cohorts participated. Despite many having minimal reading backgrounds, end-of-year surveys indicated improved engagement and confidence. Most students read more in the second semester, suggesting that autonomy supported by light guidance can help build early momentum in ER. Planned improvements include deeper reflection on reading goals, better book selection strategies through targeted recommendations, enhanced teacher and peer support, and encouraging more consistent reading habits. These steps aim to address irregular reading patterns and eventually create gains in fluency.