Most ER research has adhered to the principle that reading must be individual and silent (Nation & Waring, 2020). Utilizing Conversation Analysis (CA), this presentation introduces two studies that explore ER in a context where the silent reading rule was abandoned and readers could read together. Drawing on 30 hours of video data from a Japanese as a Foreign Language (JFL) ER club, we present video clips demonstrating how reading aloud and co-locally provided opportunities for collaborative language learning and ‘language enjoyment’ (Botes et al., 2022), how learners recruit peer assistance to make learning-relevant ‘noticings’ (Schmidt, 1990), and how learners used talk and gesture to negotiate the meaning of the text for learning during ER. Rather than relying on self-reports or an experimental design, these studies explicate how ER benefits language learning by examining ER in-situ. Based on our findings, we advocate and discuss a 'loud', interactive approach to ER.