The extensive reading program enables curriculum designers to establish a thorough understanding of extensive reading for English as a Foreign Language learners. It is also meant to help readers read with ease and enjoyment. Designing a viable extensive reading program that meets the expectations and learning needs of Moroccan university students would unquestionably be a positive step toward more effectively facilitating English language learning in Moroccan higher education. In fact, this program aims to make reading more enjoyable and fruitful. Thus, students will no longer feel that reading is a mere chore, but will instead view it as both a leisure activity and an excellent academic habit.
It should be noted that reading for pleasure is the best way to become literate and knowledgeable. Given this, the aforementioned program will be mainly premised upon students’ determination and commitment, and also teachers’ planning and preparation, in order to overcome the constraints at both the curricular and pedagogical levels. The elements listed below are of paramount importance in designing an effective extensive reading program that both meets the learning needs of Moroccan university students and drastically changes their attitudes toward reading in English.
Table of Contents
I The Extensive Reading Program Design
II Learners’ Motivation and Interest
III Teacher's Skill and Preparation
IV The Program
V Goals of the Program
VI The Learning Environment
VII Resources
Objectives and Research Focus
This work aims to provide a comprehensive framework for designing effective extensive reading programs within the Moroccan higher education system, focusing on transforming reading from a tedious chore into an enjoyable, lifelong academic habit through structured pedagogical interventions.
- Enhancing student motivation and engagement through autonomous reading practices.
- Defining the essential competencies required for teachers to facilitate extensive reading.
- Establishing institutional strategies for library management and resource allocation.
- Structuring the learning environment to support diverse reading levels and habits.
- Outlining clear programmatic goals to improve literacy and academic performance.
Excerpt from the Book
II Learners’ Motivation and Interest
Learners’ motivation and interest is one of the fundamental pillars of a successful extensive reading program (ER). Prior to implementing such a program in class, teachers must share their thoughts about the program with their students, and also explain why they are going to implement it, what methodology they are going to use, and most importantly, talk about the benefits. These could include the aspects of their English that will be most targeted or improved. It would be useful to design a survey at the embryonic stage of the program, just for the sake of knowing the attitudes and standpoints of students about the change that will occur in their curriculum.
The students’ attitudes toward reading will change conspicuously from negativity to positivity because this is the intended effect. Most Moroccan university students do not like reading because it is not taught as an enjoyable activity. The majority of teachers adopt old traditional methods of teaching reading, such as the grammar translation method, which focuses mainly on translating grammatical rules into the students’ native language. In fact, there is no chance for students to understand the context of the book or experience jouissance while reading. The whole activity is grounded upon translation and grammar, which exhausts students, and hence makes them lose interest for reading.
Summary of Chapters
I The Extensive Reading Program Design: Discusses the necessity of shifting toward an extensive reading approach to meet the needs of Moroccan university students and overcome curricular constraints.
II Learners’ Motivation and Interest: Examines how internal motivation and teacher-led enthusiasm are critical for transitioning students away from traditional, grammar-heavy reading methods.
III Teacher's Skill and Preparation: Outlines the essential pedagogical skills and training requirements for teachers to effectively guide students and manage an extensive reading program.
IV The Program: Explains the administrative and strategic requirements for implementing a structured reading program, including the importance of flexibility and vision.
V Goals of the Program: Details the primary objectives, such as improving linguistic proficiency, fostering lifelong reading habits, and enhancing global knowledge.
VI The Learning Environment: Describes the three core pillars of the learning environment: the school, the library, and the student's personal study space.
VII Resources: Highlights the role of institutional support and government funding in providing the necessary materials to maintain successful reading programs.
Keywords
Extensive reading, Moroccan higher education, student motivation, teacher training, pedagogical environment, literacy, English language learning, graded readers, classroom strategies, language acquisition, curriculum design, academic habit, reading proficiency, library management, language teaching.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on designing and implementing effective extensive reading programs tailored to the specific needs of Moroccan university students to foster better English language acquisition.
What are the central themes covered?
The central themes include learner motivation, teacher professional development, the creation of supportive learning environments, and the strategic management of institutional resources for reading.
What is the core objective of the proposed program?
The primary goal is to shift student attitudes toward reading, transforming it from a tedious academic requirement into an enjoyable, lifelong habit that enhances overall literacy.
What methodology does the author recommend?
The author advocates for an extensive reading approach that prioritizes student autonomy, free selection of reading materials, and reading at an individual pace, moving away from traditional grammar-translation methods.
What is addressed in the main body of the text?
The main body details the design of the program, the motivational requirements for students, the specific skills required by teachers, and the logistical needs concerning classrooms and libraries.
Which keywords best characterize this research?
Keywords such as extensive reading, student motivation, Moroccan higher education, and pedagogical environment are central to the discourse.
Why is the "grammar translation method" viewed negatively in the text?
It is criticized because it focuses on rote translation rather than comprehension, leading to student exhaustion and a lack of interest in reading for pleasure.
What role should school libraries play in this program?
Libraries should serve as accessible, organized spaces where books are categorized by reading level to help students find appropriate materials independently.
How should teachers handle student assessment in this program?
The author suggests using flexible grading scales and writing assessment tests, rather than rigid, traditional examinations, to measure progress effectively.
- Arbeit zitieren
- PhD in Linguistics and Education Housseine Bachiri (Autor:in), 2017, An Extensive Reading Program Sample. Recommendations for Syllabus Designers, München, GRIN Verlag, https://www.grin.com/document/416238
