Do you know what topics your first-year university students in Japan are interested in? How about their reading habits or self-confidence in reading? Research has suggested that positive emotions toward reading (Zhou, 2024), along with positive attitudes and habits, facilitate student engagement in an Extensive Reading (ER) curriculum. A study was launched in April 2024 to examine how first-year Japanese university students navigate a year-long online extensive reading curriculum. In this poster session, the presenters will discuss student responses that may inform educators integrating online extensive reading into their courses. They will present initial findings on students’ reading interests, habits, self-confidence, and emotional responses to reading. These results establish a baseline for evaluating the impact of two consecutive semesters of online extensive reading on students' engagement and confidence.