How can Extensive Reading (ER) be systematically leveraged to enhance writing and vocabulary skills at different proficiency levels? Based on six years of hands-on experience teaching students in a Korean academy, this session presents a step-by-step framework for integrating ER into writing and development across different learning stages. - Beginner: Building Foundations Guided Reading Responses – Using structured sentence starters to encourage early writing engagement. - Intermediate: Strengthening Skills Genre-Based Writing Tasks – Encouraging shadow writing from their reading and summaries, opinion pieces, and creative adaptations. - Advanced: Mastery and Expression Critical Analysis & Argumentative Writing – Developing independent thinking by engaging in comparative essays and theme-based writing. By following this structured approach, educators can effectively transform reading into a powerful tool for writing fluency and vocabulary expansion. Case study of students whose skills improved ensures that students not only absorb language but also actively produce and refine their linguistic abilities.

Buddy reading is a collaborative reading experience where individuals read the same book and discuss it together. This presentation introduces an online buddy reading community that encourages extensive reading among adults in Japan as a form of lifelong learning. Established in July 2023, the group has 27 members, meets monthly via Zoom, and communicates through LINE. So far, they have read five books. The presenters, one organizer and one participant, will share research findings focusing on how the community supports continuous language learning and fosters reading as a more social activity, based on data such as LINE communication records, participation notes, and interview transcripts. In addition, further details will be shared. This community model highlights how digital platforms can bring readers together from diverse backgrounds to share insights, build connections, and support one another’s learning journeys. The presentation will also explore ways to enhance engagement in similar online reading communities.

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.

This study investigates the effectiveness of extensive reading and listening in an online teaching environment (OTE) to facilitate a group of female teachers aged 30 to 50 with restrictions to participating in face-to-face training sessions. OTE was a combination of MS Teams and other online tools. While the trainees were expected to refer to class notes and additional e-reading materials leisurely, synchronous online discussions were held to discuss the progress and conduct online evaluations. Data collection was done via interviews, an online blog and questionnaires. Though the trainees were reluctant to read and participate early, current findings show that the OTE facilitates and motivates the trainees at the expected level, leading to full participation in most online sessions later. While immediate support on technical matters has been adhered to as most participants lack technical knowledge, trainees can also contact the trainers online to address any urgent matter.

For the past ten years, I have worked as a reading mentor, guiding Korean elementary students in English reading. I’ve seen that children who enjoy coaching and feel happy coming to the reading center are more likely to develop lasting reading habits. This led me to an important insight: before building language skills, we must first build a child’s positive attitude toward English. This presentation shares the “magic” of focusing on strengths. When we recognize and support a child’s strengths, we grow their confidence and love for English. This strength-based approach begins with the teacher. Educators who value their own strengths can better inspire students. Lastly, I will offer practical coaching strategies to help students build a positive bond with English and with themselves. With the right approach, reading becomes a joyful and powerful experience—making Happy Reading a reality.

英語専門学校、高専、予備校での数年の多読指導を経て、2008年からカルチャーセンターで大人対象の多読講座を開いてきた。さらに４年前に空家を活用して私設の英語図書館Goodieをスタートした。 十数年に渡って英語を読んできた受講生が、どんな本を読み、どのような楽しみ方をしているか、記録や体験談をもとに伝えるとともに、多読から始めて、長期に渡って英語読書を続けるためにどのような働きかけやサポートしてきたかをふり返る。 また、生涯学習としての英語多読が、読書コミュニティを形成を促し、参加者のウェルビーイングに役立つ可能性について考えてみる。

Extensive reading (ER) has clear benefits for reading and writing skills, vocabulary, and more (Bamford et al., 2004). However, its significance is still emerging among novice Vietnamese EFL teachers, particularly those taking Teaching English as a Second Language courses (TESOL). This mixed-method action research aims to explore ER-related perceptions among these teachers and enhance TESOL course content by integrating ER into their traning process. The participants includes 40 novice Vietnamese EFL teachers at a TESOL center in Ho Chi Minh City. Data will be collected through semi-structured interviews and surveys during 12 weeks. Findings will provide insights into novice teaches’ beliefs about ER, allowing TESOL trainers to adjust the curriculum to emphasize the benefits of ER and effective ER-promoting strategies. Ultimately, this can engage their future students in ER, improving their overall English skills.

The success of Extensive Reading (ER) is not just about how many books students read, but how effectively teachers coach them. A strategic and reflective approach is essential for maximizing outcomes. This presentation introduces six key coaching elements shown to be effective in EFL contexts. First, teachers identify student interests through interaction and observation. Second, they define reading thresholds that represent the minimum input needed for ER to be effective. Third, questioning techniques promote critical thinking. Fourth, motivational systems support long-term engagement. Fifth, fluency develops as phonics instruction is naturally embedded in meaningful reading experiences, including repeated read-alouds. Sixth, positive teacher language builds student confidence. Drawing on ten years of classroom experience, this session shares real examples of how these elements shape students’ reading habits and performance. This approach helps transform ER into a sustainable, engaging process that fosters deeper involvement and long-term personal growth.

In this session, the ERF affiliates will report their activities in the previous two years. They will also present their plans for the upcoming years. Anyone is welcome to attend. Those who are interested in setting up their own ER Association or who wish to be affiliated with the ERF are welcome to attend.

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 panel discussion brings together experienced graded reader authors to explore the unique challenges of creating engaging and impactful fiction and non fiction while working within strict linguistic constraints. The session will also examine what the key priorities for writers are, what opportunities and challenges the genre offers, and how teachers themselves can delve into the art of crafting stories of their very own for their students.