Despite evidence supporting its effectiveness, Extensive Reading (ER) is still not widely adopted, particularly in Japanese high schools, where teachers unfamiliar with ER have expressed concerns about cost, limited class time, and its effectiveness. One possible reason for this hesitation is the perceived lack of transfer to performance on university entrance exams. However, the English section of the Japanese Common Test for University Admissions (Kyotsu Test) is designed to assess reading and listening skills as they apply to real-world communication. Fluent comprehension of relatively simple texts is now an integral part of the exam, suggesting that ER could be an effective preparation method. This poster presentation examines the test’s question formats and reading passage characteristics. Additionally, it explores how the vocabulary and syntax profiles of several popular ER book series align with the Kyotsu Test reading passages by compiling and analyzing a corpus of test passages and graded readers.

Traditional teaching methods can sometimes fail to engage students, especially for reading tasks. Game-based learning introduces an element of fun and competition, which can significantly increase students' motivation to read English Extensive Reading books. This study investigates the impact of game-based learning on English as a Foreign Language (EFL) students' reading comprehension by employing pre-test and post-test assessments. The primary objective is to measure the changes in students' reading comprehension ability after participating in game-based learning activities during reading classes. This research was conducted among Mongolian high school students during one academic year of Extensive reading with game-based activities. Preliminary results have indicated a significant enhancement in students' reading comprehension, suggesting that game-based learning can effectively support literacy development in EFL education. The research findings are intended for EFL educators seeking to enhance English reading comprehension through effective teaching methods.

Extensive reading (ER) often requires years to give students sufficient text exposure. However, maintaining student engagement over such a long period is challenging. As a result, studies extending beyond a year are rare. Keeping students motivated is crucial, and providing opportunities to recognize progress can help sustain engagement. This study explores the relationship between two years of reading volume and a one-year academic writing course in a Japanese high school. Using regression models, this study examines trends over time and shows that reading amount significantly predicts words written. This prediction enables learners to set small goals for progressing in reading, fostering improvements in writing fluency. Celebrating small successes supports long-term language development. While this study highlights the link between ER and written word count, future research should examine accuracy and language use to further reinforce the reading-writing connection.

Graded readers are often created with the assumption that all learners can seamlessly decode text, leaving behind those who struggle with reading. This session shows how I have adapted the Easy-Read standard —originally created for native speakers with intellectual disabilities, low literacy, or difficulty processing complex information—to make graded readers more accessible for lower-secondary language learners. By simplifying the language and the way it is presented on the page, these materials support those with reading difficulties and make the information easier to read and understand. I will demonstrate how modifications in layout, text structure, illustrations, dialogue, and narrative style enhance readability, alongside a progressive introduction of vocabulary and the integration of paratextual elements that provide a single-page reading experience without overreliance on glossaries. Additionally, I will discuss how AI-driven tools can streamline these adaptations through “student personas,” allowing educators to tailor texts to specific learner needs.

Since the late 1990s, the acquisition of foreign languages—particularly English—has garnered significant attention both globally and within the Mongolian educational context. Despite this growing interest, achieving successful outcomes in English language learning remains challenging and, at times, stressful, often resulting in limited progress. In Mongolia, the need for effective English language teaching and learning strategies has become increasingly urgent. While national policies outline clear expectations for English proficiency, classroom realities often reveal a gap between these standards and practical implementation. Many students lack access to tools that facilitate the active use of English, including vocabulary development and reading practice. This paper explores effective practices in Extensive Reading (ER) activities that align with standardized English instruction. It argues that digital platforms such as Xreading.com play a vital role in bridging the gap between policy goals and classroom practices.

We will show how Xreading and reading clubs have benefited students and how diversifying activities lead to student engagement and material retention. We will then break out into four small groups, each led by a co-presenter, to share activities involving different life skills and subjects. Attendees will rotate through each fifteen-minute station. In one group, participants work together to answer trivia questions to solve a letter cipher and decode story titles. They will then match the titles and characters descriptions to the correct stories. In another group, participants will read a short story and then the reading will disappear. Exercising their reading comprehension and imagination, the participants will recall and draw a specific character from the reading. Afterwards, presenters and participants will discuss the workshop activities; how they can be implemented in different classrooms and with different leveled students.

In Bangladesh, especially in semi-urban and rural regions, adolescent female students face menstrual health challenges that significantly impact their education. Many girls miss classes due to menstrual discomfort, lack of proper hygiene facilities, and fear of embarrassment. According to UNICEF, nearly 30-40% of girls face absenteeism during their periods. As a secondary school teacher, I have seen how these barriers affect students' ability to engage in extensive reading and listening—two vital components of language learning. Limited access to sanitary products, reliance on unhygienic materials, and poor nutrition contribute to physical and emotional distress, reducing focus and confidence in class. To address this, I propose school-based counseling corners to promote menstrual hygiene awareness, provide emotional support, and distribute free sanitary pads. These initiatives would not only improve attendance but also enhance girls’ participation in reading and listening tasks, ultimately leading to better academic outcomes and a more inclusive educational environment.

Implementing extensive reading programs in rural areas presents unique challenges, but Khanbogd soum in Mongolia has successfully integrated Xreading across its secondary schools. This poster showcases how local leadership and community collaboration contributed to the program's success. With full financial support from the governor and local officials, all students from Year 6 to 12 were granted access to Xreading, ensuring equal learning opportunities. A mentor-mentee system was also established, where experienced Khanbogd 1st School students guided Khanbogd 2nd School students in adopting the program. This peer-supported approach facilitated smoother implementation and enhanced student engagement. Currently, Khanbogd 2nd School is awaiting the governor’s funding to officially launch Xreading. Our aim is to inspire other rural communities to build sustainable extensive reading programs through strategic partnerships and peer mentoring. This case study demonstrates that, with strong advocacy and local government support, even remote areas can cultivate a thriving reading culture.

Stories about national heroes are essential for teaching history and understanding the concept of heroism in Indonesian society. However, picturebooks effectively capturing their significance remain scarce. This study aims to reconstruct national hero narratives in picturebooks and investigate elementary school students’ responses to them. We employed a research and development approach with ADDIE design (Analysis, Design, Development, Implementation, and Evaluation) focusing on five heroes from Aceh Province. 62 elementary school students from Aceh Province were involved as participants. Their responses of reading the books were gathered through classroom observations, artefacts, and interviews. The results of qualitative analysis shows that our picturebooks foster the students’ critical engagement with Aceh history and culture. The students were able to interpret the texts dynamically, drawing connections between textual information, visual images, fictional elements, and historical concepts. This highlights the potential of picturebooks to enrich historical teaching and learning in complex and meaningful ways.

Since 2023, I have implemented an extensive reading program for newly enrolled sixth - graders. A year later, Shanghai began its new curriculum reform. This presentation highlights a personally - devised 10 - Tier Reading System in a Chinese public school, where the students are aged 11 - 12. The system started with the traditional Chinese comic story Journey to the West (Lexile ~ 350L) and advanced to novels such as Frindle. After one year, it has yielded significant outcomes: an average reading volume of 200,000 words per year (with the word count recorded in their reading logs) and a 38% growth in vocabulary knowledge (measured by a vocabulary test app). Combined with ER and the newly-reformed text books, this system has effectively transformed some struggling readers into more confident ones.

In Japanese schools, English classes are expected to be taught using textbooks then graded using tests. Although ER is accepted as a method for language learning, many stakeholders expect lectures rather than silent reading during class. Thus, activities designed around books will meet the requirements from stakeholders. In this presentation, two activities will be explained. One for novice learners which focus on the vocabulary in the book. The lesson includes learning the vocabulary, creative writing using the words learned, followed by a short presentation. For intermediate learners, using the Canterville Ghost, students work in small groups to understand the story and discuss the cultural differences between the UK and the US. It is then followed by a short research presentation related to the cultural aspects from the book. The presentations can be graded using a rubric, which can be an alternative to paper tests.

Many educators advocate for incorporating Xreading, a well-designed program that facilitates extensive reading instruction. However, despite its reasonable cost, some schools cannot afford it due to budget constraints. In such cases, teachers must find alternative solutions. This presentation discusses how an extensive reading program was implemented in a part-time night school, an institution that operates in the evening and generally has smaller class sizes than regular daytime schools. Students attend night school for various reasons, such as discomfort in large groups or past difficulties with compulsory education. However, one of the main challenges in night schools is their limited funding. This study explores how extensive reading was introduced in such a setting despite financial restrictions and examines its impact on students' engagement and learning outcomes.

With English returning to the Indonesia's primary school curriculum in 2027, early exposure to English texts is essential. However, many schools, including Bopkri Gondolayu Yogyakarta Primary School, have limited access to English reading materials, restricting students’ opportunities to develop reading skills. The lack of extensive reading resources in school libraries further complicates English teachers’ efforts to integrate reading into lessons. To address this, the English Language Education and Product Design Study Programs of Universitas Kristen Duta Wacana Yogyakarta have collaborated to establish the Drop Everything and Read (DEAR) English Reading Corner at Bopkri Gondolayu’s library. This initiative provides 50 leveled readers, organized on specially designed shelves according to the seven virtues of Kurikulum Merdeka, the Freedom Curriculum. The program aims to (1) enhance students’ exposure to English texts, (2) cultivate a habit of extensive reading, and (3) assist teachers in incorporating leveled readers into English instruction.

How can EFL teachers empower students through Extensive Reading? What is the difference between Intensive and Extensive Reading? Which is mostly practised in class? How can we design reading lessons that raise social awareness and encourage students to take action in real-world issues? Enjoy participating in a lesson that explores extensive reading as a tool to empower teenagers in overcoming difficulties in life and in persuing their dreams.

This poster presents strategies for engaging a diverse group of 80 students with different English proficiency levels in extensive reading. It explores how motivation influences students' reading habits, book preferences, and overall confidence in language learning. Interactive activities, such as role-playing and poster-making, have been integrated into the program to foster active participation. Through acting performances, students improve their speaking, comprehension, pronunciation, and teamwork skills. These techniques make learning more enjoyable and effective, especially for young beginners. As a result, many students have developed a daily reading habit and sustained practice, leading to noticeable progress in their language skills. By fostering interest and engagement, these approaches not only help students improve their English but also empower them to become lifelong readers and future leaders. This presentation highlights practical ways to create an engaging extensive reading experience that encourages continuous learning.

In rural areas, students face significant challenges in developing their English language skills due to limited opportunities for participation in extracurricular programs, clubs, and circles. These constraints restrict their ability to engage in additional learning and growth. However, the X-Reading e-library provides a valuable solution by offering a platform that allows students to improve their English skills at their own pace. This digital library gives students access to books tailored to their language level and personal interests, fostering a love of reading while enhancing comprehension and vocabulary. Furthermore, the platform encourages active involvement from parents and guardians, enabling them to track their child’s progress and support their learning journey. By integrating the X-Reading e-library into rural education, students gain the opportunity to develop their English language skills independently, fostering more equitable learning opportunities and promoting lifelong learning.

I teach in a Mongolian public school in Ulaanbaatar with average class sizes of 35-40. This presentation will explore how I use Xreading to get my students reading and to keep them reading. We will discuss and explore: getting started with Xreading; getting and keeping students reading out of class at home; using Xreading for in class reading; motivating non-readers and reluctant readers; how I use data; and how I involve parents and families. I will also explain the benefits of using Xreading for all students to read the same book at the same time together in class, and the benefits of having everyone read individually their own book choices at their own chosen level at their own speed. In Mongolia using Xreading is a dramatic shift from mostly just teaching grammar exercises and I want to encourage others to make this same exciting change.

Why do we want students to read? What do we want students to get out of the stories and books that we ask them to read? In this presentation, two teachers –one Mongolian and one American- will discuss their working together in a Mongolian secondary school in Ulaanbaatar. They combined using an Xreading approach with students (where each student reads different texts at different levels and in different genres) and all students reading the same text together with activities to find common themes (resiliency, empathy and overcoming adversity) and homebased activities that involve parents with students’ emerging English learning and reading.

The study will focus on the effects of integrated and segregted class settings to improve reading to students. One curriculum states that teaching of English must be integrated. However, there are still some schools applying segregated class setting in improving the students` skills. Therefore, the objectives of this study were to find out (1) whether integrated and segregated class settings could improve students` reading skill (2) which class settings should be applied to encourage students in reading. The nonrandomized control-group pretest-posttest design was used and 60 out of 128 students were purposively taken as sample. The activities were reading aloud and identifying topic and information in texts. The finding showed the segregated class setting could improve reading skill more than the integrated class setting did. Teachers were suggested to apply segregated class setting to encourage students` reading interest. This session will provide strategies for encouraging reading in segregated class setting.

東京世田谷にある中高一貫校では、2004年から英語の授業に多読プログラムが導入され、授業内多読や本の貸し出しを６年間の学校生活で継続して行っている。2025年2月、卒業生を対象にgoogle formを使ってアンケートが実施され、大学生、大学院生、社会人を含む156名から回答があった。読了語数は30万語未満から300万語以上にわたり、自由回答をコーディングすると3つのコンセプトに集約できた。生徒たちは、多読のプログラムが現在の自分の英語学習や生き方にも影響を与えたと答えた。実施された多読の活動を振り返り、効果的なアプローチ、多読環境の整え方、指導法についても考察する。

At a junior and senior high school in Setagaya, Tokyo, extensive reading has been incorporated into English classes since 2004. The program lasts for six years, featuring extensive in-class reading and lending of books. In February 2025, a survey of graduates was conducted using Google Forms. A total of 156 respondents, including university students, graduate students, and working professionals, participated. The number of words read during their six school years ranged from under 300,000 to over 3 million. When the open-ended responses were coded, they could be summarized into three key concepts. Students expressed gratitude for having studied at a school with an extensive reading program and reported that it had influenced their current English learning and way of life. Reflecting on the various extensive reading activities conducted over the six years, the presentation also considers practical approaches, how to create an extensive reading environment, and instructional methods.

We have been conducting a 6-year Extensive Reading program for grade 7 to grade 12 students since 2006. Our ER program is divided into 3 stages. The first stage takes students from beginners to being able to read Oxford Bookworms Level 1. The second stage involves students reading YL 2.0-4.0 graded readers such as Cambridge English Readers Level 2 to 4 and children’s chapter books such as the Magic Tree House series. The third and final stage is when students read children’s books and young adult books such as Harry Potter, Holes, and House of Night, whose YLs are higher than 4.5. In each stage, we will show you what points we pay attention to, what books we use, what difficulties weaker learners face, and how many years students need to get from one stage to the next.

This study investigates the types of miscues frequently produced by proficient and less proficient readers. Using purposive sampling, six 11th-grade students from Babun Najah Islamic Boarding School participated. The students read a text, and their readings were recorded. A descriptive qualitative approach, based on the miscue analysis frameworks of Argyle (1989) and Mahmud and Gopal (2018), was employed. The findings reveal that substitution miscues were the most common (340 instances, 63%), followed by hesitation (82 instances, 15%), repetition (58 instances, 11%), correction (41 instances, 8%), insertion (17 instances, 3%), and omission (2 instances, 0%). Substitution miscues were prevalent due to students encountering unfamiliar words and substituting them with ones they believed fit the context. Additionally, confusion between words that look or sound alike contributed to substitutions. These findings provide insights into developing alternative teaching strategies to enhance English learning and improve reading proficiency.

High school students in Indonesia face challenges with Extensive Reading (ER) due to limited materials, a test-focused curriculum, and low reading motivation. Intensive reading dominates classrooms, leaving little space for reading for pleasure. This study explores ways to integrate ER in schools using a qualitative approach, including case studies, teacher interviews, and classroom observations. Data from teachers and students highlight effective strategies such as graded readers, digital libraries, and student-led reading groups. Findings show that encouraging book selection, storytelling, and discussions boosts engagement, while using students’ first languages improves comprehension and confidence. Collaboration among teachers, schools, and communities is essential for building a strong reading culture. The study emphasizes the benefits of ER in enhancing fluency, vocabulary, and comprehension. Future research should examine long-term ER programs and their impact on multilingual literacy development.

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.

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.

This presentation details the steps taken for implementation of a digital extensive reading programme at a private middle school in Beijing. In the school’s A1 cohort, one class took part in an ER trial for one semester, while others received traditional reading instruction only. The extensive reading group significantly outperformed comparison groups on internal reading examinations, and the programme was subsequently greenlit for 273 A1-B2 students. A student opinion questionnaire administered after one semester of whole-school ER showed strongly positive responses from the student base. Firsthand experiences including logistical and financial considerations are shared. The results showcase the viability of teacher-led ER programme pitches in large for-profit institutions.

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.

L2 reading comprehension is often hindered by students’ limited vocabulary and contextual meanings. Conventional reading instruction may not provide sufficient support, leaving students struggling with unfamiliar words and contexts. This study examines how multimedia glosses (pictorial, textual, pictorial + textual) with summarization activities impact Ethiopian secondary school EFL students’ reading comprehension performance. The findings indicate that multimedia glosses with summarization activities significantly enhance comprehension by providing context-rich support, enabling students to decipher challenging words, sustain reading, and reflect upon texts. The study highlights the pedagogical implications of integrating technology into L2 reading. Future research could explore the long-term impact of multi-glosses with summarization activities on reading proficiency and how digital reading can be optimized for broader classroom applications. Attendees will gain insights into effective strategies for implementing multimedia glosses in offline reading and integrating them with output activities, and the potential policy and instructional recommendations for improving comprehension in similar contexts.