Extensive reading has become an increasingly important aspect of language teaching due to its numerous advantages. Observationally, Vietnamese people have not had reading habits, making it more challenging for working adult learners to engage in extensive reading. This study aims to examine working adult learners’ perceptions of graded readers and their motivation to integrate them as homework outside the classroom. Data were collected through a questionnaire and individual interviews with a diverse group of 100 adult learners, ranging from Generation X to Generation Z. Additionally, in-depth interviews were conducted with 15 participants, including 5 from Generation X, 5 Millenials, and 5 from Generation Z. The findings revealed differences in the levels of preference for graded readers across the three generations and identified key obstacles they encounter when engaging in extensive reading. To address these challenges, this study presents students' suggestions and proposes strategies to enhance the effectiveness of extensive reading.

This action research investigated a center-wide "Reading Challenge" Extensive Reading (ER) program within a private language center catering to Vietnamese EFL young learners (aged 6-12, A1-A2 levels), a context under-researched within the ER literature. The program, successfully conducted annually for four years, was followed by an attempt to integrate ER into individual classrooms. Data collected through pre- and post-program teacher interviews provided insights into teacher beliefs, attitudes, and encountered challenges. Findings revealed that the "Reading Challenge" allowed teachers to recognize its benefits for enhancing students' reading comprehension, vocabulary, and reading habits. However, integrating ER into regular classroom instruction proved challenging in terms of materials and time constraints, hindering widespread adoption. This study identifies key areas for program improvement specific to private language center contexts, offering valuable recommendations for both practitioners and researchers.

This study attempts to reveal the process of learner-identity building through discursive practice to promote L2 extensive reading in a university classroom. Few studies approached reading quality that involve readers’ agentivity in realizing general comprehension (i.e., ‘normal’ reading as in L1) (Waring & McLean, 2015). In the framework of legitimate peripheral participation (Lave & Wenger, 1991), this study heuristically observed the focal students’ participation degree in the interactions utilizing Young’s (2007) notion of interactional competence. The results revealed the complexity of EFL learners’ identity shifting process, substantiated by conversation analysis (CA) and concurrently balancing reading rate and accuracy, which resulted in reading fluency tests. The multiple data to triangulate CA demonstrated the trajectories of individual students’ various degrees of ER treatment spanning 25 weeks; some were absorbed in stories with unconscious reading rate and accuracy adjustment, and the others remained in verbatim translation of L2 text comprehension.

This presentation unveils Thai university teachers’ implementation of extensive reading (ER) in foundation English courses for non-English majors. 63 participants responded to an online questionnaire and eight respondents joined semi-structured Zoom interviews. Questionnaire respondents were categorized into Groups A (less experienced with ER) and B (more experienced). Findings revealed that there was no significant difference in their perceptions of ER implementation aims between the two groups and there were strong correlations between some aim sets. Both groups generally demonstrated similar ER practices, with the majorities making ER mandatory, using a mix of paper-based and online formats, and relying on free materials. Additionally, both groups commonly used intensive reading materials, indicating potentially inappropriate material usage for ER. The findings underscore the need for more teacher training on ER and materials selection to enhance their understanding and practice of ER.

When reading extensively, learners often exhibit a state of deep concentration and involvement, known as flow. Second language (L2) researchers increasingly recognize flow states as crucial for understanding their engagement in reading. However, our comprehensive review of L2 flow research identified that limited research exists on flow in English as a foreign language (EFL) reading tasks, particularly in Japanese classrooms. This study examines how task characteristics influence flow in EFL reading. Both quantitative and qualitative methods were used, based on data from a total of 230 participants. The findings indicate that reading tasks with clear goals, an optimal challenge-skill balance, and intrinsic interest significantly promote flow, enhancing learner engagement and motivation. Interest in reading materials is identified as a key driver of sustained flow, underscoring the importance of content selection in curriculum design. The study provides practical insights into the long-term impact of flow-enhancing reading strategies on language proficiency.

Sustained Silent Reading (SSR) is a reading practice employed by educators to encourage students to maintain focus and engagement in texts. (Garan & DeVoogd, 2008; Lee, 2007). Studies done show the efficacy of the practice. This paper seeks to report on student attitudes towards the practice. A survey was given to university students participating in SSR on a weekly basis during reading-oriented classes. Three first-year university student populations were chosen. The survey was based on prior action-research done by the educator, and a study done previously on the idea by Boakye (2017). Students were asked their views on perceived reading gains, reading enjoyment, and how much SSR should last in class. The results are analyzed and given context. The study makes suggestions about effective use of SSR in the EFL classroom.

This presentation aims to share insights from the establishment and operation of an extensive reading school in China, focusing on curriculum design and student engagement strategies. Through a series of regular and short courses, tailored reading plans, and ongoing feedback mechanisms, the program addressed diverse learner needs—from young beginners to exam-focused older students. Findings revealed that structured yet flexible ER plans, coupled with consistent feedback for students and parents, significantly improved reading engagement and reading ability across age groups. Younger learners developed language foundations through guided reading, and older students balanced ER with exam prep through strategically curated texts. The program’s progress highlights the importance of adaptable curricula, personalized tracking, and interactive incentives in sustaining motivation. Practical takeaways will equip educators to implement ER effectively in varied contexts, emphasizing scalability and learner-centered design.