This case study focuses on the effects of an extensive reading program for an adult English language learner. The subject participated in a course designed to introduce and promote pleasure reading among English as a second language (ESL) students by encouraging them to read both assigned and self-selected books in English. Over a period of approximately six months, the subject was presented with a variety of genres of English language books and given the opportunity to discuss those read in low anxiety environments. This article will first give a brief review of the literature on the role of reading in language learning and the research on L2 reading attitudes. Then, it will describe the subjects' reactions to the extensive reading approach using a qualitative framework drawn from Patton (1987), and finally, discuss implications for the teaching of adult literacy.
Tse, L. (1996). When an ESL Adult Becomes a Reader. Reading Horizons: A Journal of Literacy and Language Arts, 37 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss1/2