Extensive reading has been recognized for promoting cognitive development and enhancing EFL students’ reading comprehension. However, the long-term effects of online extensive reading on sustained language proficiency in higher education remained underexplored. Framed by self-determination theory (SDT), this study investigated the impact of integrating an online extensive reading program into university English courses and explored the sustainability of students’ language development across their university years. A longitudinal within-subject mixed-methods design was employed to evaluate changes in English proficiency and reading motivation before and after a one-year intervention. The participants (N=30 freshmen) completed 20 minutes of silent reading of graded readers on their smartphones at the beginning of each two-hour class held three times weekly throughout the academic year. Quantitative English proficiency scores were tracked and collected annually as the same participants progressed through subsequent years of EFL courses taught by different instructors. Qualitative data were collected at two time points: written reflections during the intervention and responses to an online questionnaire with open-ended questions followed by face-to-face interviews after the intervention. Results indicated a significant increase in English proficiency in the second year (after the intervention), followed by stable maintenance throughout the remaining university years. Students reported greater reading fluency and improved ability to sustain long-form reading, which concurrently fostered motivation, enjoyment, and self-confidence in linguistic development. The findings suggest that embedding online extensive reading programs into curriculum with strategic, SDT-based facilitation may enhance EFL students’ motivation, reading enjoyment, and support sustainable English proficiency development.

Authors:
Shu-ling Chen, National Sun Yat-sen University, Taiwan

About the Presenter(s)
Shu-ling Chen is currently a doctoral student at National Sun Yat-sen University and an EFL lecturer at Wenzao Ursuline University of Languages, Taiwan. Her research interests are in English language teaching and learning, international education, and intercultural communication. Her current project focuses on the affective factors of integrating AI into English language learning.

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