This study investigates the reading comprehension skills of 84 sixth-grade students in a primary school in Palembang, Indonesia, to identify their strengths and weaknesses in English language ing. Using 18 informal comprehension assessments and six teacher-developed English proficiency tests, data were analyzed through Smart-PLS 4.0. With three validated comprehension categories: literal, inferential, and critical, the Reading Comprehension (RC) measurement demonstrated strong reliability (Cronbach's Alpha -0.882, Composite Reliability = 0.923, Average Variance Extracted = 0.801). These categories exhibited positive correlations with English proficiency whose reliability is 0.65, 0.808, and 0.586 consecutively. The overall mean RC score was 26.57 with the highest category on literal and weakest critical. Meanwhile the mean English proficiency score was 87.46, being significantly influenced by Reading Comprehension for 27.9% (p = 0.007). The findings underscore the need for comprehensive reading strategies beyond mere word recognition and gender-responsive materials to enhance reading proficiency.

Considering the significance of critical thinking skills in Discourse Analysis, this study explores the effectiveness of reading, particularly in analyzing the representation of the former Indonesian President Joko Widodo. Before engaging in discussion and paper writing, 20 sixth-semester intermediate English students read two 1,000-word newspaper articles weekly for five weeks on post-presidency activities. This task aims to enhance their critical reading skills, expose them to varied discourse strategies, and provide a rich foundation for discussion. After the discussion, students complete a questionnaire assessing the impact of reading on analytical engagement and discourse comprehension. Preliminary findings suggest that the task aids in identifying linguistic patterns, contextual influences, and ideological framing in media texts, leading to more nuanced discussions and deeper analytical insights. Utilizing a qualitative research method, this study highlights the role of reading in fostering critical thinking and discourse competence, reinforcing its value as a pedagogical tool in discourse analysis courses.

Extensive reading (ER) has been documented as a beneficial activity that contributes to the improvement of learners’ English proficiency and reading skills. However, very little research reported the impact of ER on young avid reader’s TOEFL scores. In this talk, I will present my qualitative case study research with a young female avid reader (age 13 and year 9 student) who got a 560 score (58 for structure & written expression; 51 for reading comprehension) of the TOEFL ITP test. Through in-depth two interviews and observation, I found that the prolonged engagement with ER activities since year 3 (from 2016-present) by reading English fiction novels and online Japanese manga has developed her vocabulary mastery, reading skills, and implicit knowledge, which eventually facilitates her to get good scores on the section of structure & written expression and reading comprehension test. This study implies the long-term ER benefits for high-stake test scores with EFL learners.

Reading comprehension remains below average among Indonesian students, as reported in the National Literacy Movement Report (2022), emphasizing the need for improved independent reading skills. Supported Independent Reading Time (SIRT), a structured reading program designed to foster student autonomy, offers a potential solution. This factorial experimental study investigated the effects of SIRT and reading interest on reading comprehension. Forty tenth-grade students from SMA Dharma Bhakti Palembang were assigned to experimental and control groups, categorized further by high and low reading interest levels. Data were collected through pre-test, post-tests, and questionnaires. Results indicated significant improvement in reading comprehension (mean = 11.95) and an essential difference between groups (t = 11.89, p <.001). A partial interaction effect was found between SIRT and reading interest on inference (p =.029) and vocabulary (p =.041), suggesting SIRT’s influence varies across reading comprehension. These findings provide insights for educators to enhance independent reading strategies.

This reflective paper explores how Extensive Reading (ER) can effectively prepare learners for academic tests, specifically IELTS and TOEFL. Drawing from my experience as an educator in Mongolia, I reflect on how incorporating ER into test preparation programs enhanced students' reading comprehension, vocabulary acquisition, and overall language proficiency. This approach not only improved test scores but also fostered positive reading habits and reduced test anxiety. By selecting graded readers relevant to academic topics, students engaged in meaningful and enjoyable reading experiences. This reflection discusses practical strategies, challenges faced, and observed outcomes, highlighting the impact of ER on student motivation and performance. Educators will gain insights into integrating ER into their own test preparation curricula.

What happens when students love what they read and explore the questions that truly matter to them? This session takes a creative look at how combining extensive reading with inquiry-based learning can spark curiosity, boost confidence, and inspire lifelong readers. By encouraging students to follow their interests and make personal connections with nonfiction texts, educators can create vibrant, student-centered classrooms full of energy, exploration, and authentic engagement. Drawing on both research and classroom experience, this presentation shares adaptable strategies that support EFL language development while celebrating student perspectives. Whether you're new to extensive reading or looking to refresh your approach, you’ll gain practical tools to make reading more meaningful, joyful, and impactful. Discover how inquiry can help learners express their identities and experiences, creating literacy environments that foster deep thinking and extend far beyond the classroom.

This study examined the effectiveness of different English reading instruction approaches at two Korean engineering universities. At University A (U-A), students engaged in extensive reading (ER) using English novels exclusively, while University B (U-B) employed a blended approach combining intensive reading (IR) of EFL textbook passages with ER assignments. The study involved 167 participants using pre- and post-tests. At U-A, intermediate-level students showed significant improvement in reading comprehension, whereas advanced-level students made modest gains. At U-B, advanced-level students experienced substantial improvement. Survey results indicated that students at both universities viewed English novel reading positively. However, U-B students preferred TOEFL-style reading, while U-A students favored peer discussions about novels. The findings suggest that the blended approach offers measurable advantages in test performance due to its alignment with TOEFL’s emphasis on detailed comprehension, while ER provides motivational and developmental benefits, indicating that a balanced mix of ER and IR may optimize curricula.