Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

Dennis Murphy Odo 1 ,
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1Pusan National University
Corresponding Author :

ⓒ Copyright 2018 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Jun 21, 2018 ; Revised: Jul 23, 2018 ; Accepted: Jul 23, 2018

Published Online: Aug 31, 2018


The many benefits of using extensive reading (ER) to foster language learning are increasingly clear. However, considerably less is known about how ER might improve pre-service English teachers’ affect regarding L2 reading. Accordingly, this study investigated the effect of ER on pre-service English teachers’ L2 reading self-efficacy and perceptions of ER. A pre-posttest quasi-experimental intervention was conducted with participants who engaged in ER to observe its impact on their self-efficacy and perceptions. In contrast to previous positive research findings, these results were that ER did not substantially affect a number of aspects of their self-efficacy. Qualitative results revealed that participants became more familiar with English and enjoyed ER, but they also expressed some dissatisfaction with their ER experiences. These findings suggest that while ER encourages some positive emotional states when reading, we also need to pay much closer attention to addressing learners’ reservations and helping them to see the value of ER.

Keywords: L2 reading; self-efficacy; extensive reading; pre-service teachers; teacher development