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College and University I give permission to record or livestream Presentation (45 minutes)
Is Audio-assisted Extensive Reading Better? Insights From Three Years of Data
Research on extensive reading (ER) is often limited by a lack of control over how the ER treatments are conducted and assessed. Recent studies suggest that when ER activities are self-reported and unmonitored, participants may falsify reading records, introducing bias into research findings (Mikami & Shiozawa, 2023). Moreover, few studies investigate the comparative effects of other ER-based approaches, such as extensive listening (EL) and audio-assisted extensive reading (AER). This study aimed to examine the impact of monitored ER, EL, and AER on the general language proficiency development of learners of Japanese as a foreign language. Using an experimental design, we collected and analyzed participants’ standardized language proficiency test scores from the Japanese Computerized Adaptive Test. While our preliminary one-year findings indicated that AER outperforms ER and EL, this presentation will report the comprehensive results of our three-year study, offering deeper insights into the efficacy of these approaches for language acquisition.
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Jeff Peterson (Ph.D., Purdue University) is an Assistant Professor of Japanese at Brigham Young University, specializing in Japanese language pedagogy and linguistics, with particular interests in extensive reading and online language learning. His publications have appeared in journals such as Foreign Language Annals and System. He is also a co-author of the innovative elementary-level Japanese language textbook series Learn Japanese Online (e-Language Learning, 2023, http://elanguage-learning.com/LJO/).