Abstract
Sue Leather and Jez Uden's Extensive Reading: The Role of Motivation – part of Routledge's series dedicated to the latest research in language education, Research and Resources in Language Teaching – is a timely and welcome resource for students, teachers, teacher trainers, and researchers. Although the benefits of extensive reading (ER) are well documented (Krashen, 2004; Waring and Takahashi, 2000), it is often neglected in language programmes. Language teachers and teacher trainers Leather and Uden bring a wealth of knowledge and experience to this compendium of current theories and research on ER, encouraging its use with relevant, useful, and insightful suggestions. The authors provide a bridge from theory to practice by proposing activities anchored in real classroom contexts for any level of practitioner. Alongside the authors’ thorough coverage of the relevant literature, this applied aspect distinguishes the book from other publications in the field (see Day et al., 2015; Nation and Waring, 2019).
Part 1, From Research to Practice, provides an overview of ER and motivation supported by a discussion of the benefits of language development, including delivering enjoyment (Nation, 2009) and improving reading, speaking, and writing skills (Day and Bamford, 1998; Park, 2016). Through a framework adapted from Dörnyei's motivational teaching practice cycle (2001) and organized into four sections (learner beliefs, values, goals, and bringing beliefs, values, and goals into action), the authors present key concepts and theoretical context around topics such as learner beliefs, the four-phase model of interest development (see Hidi and Renninger, 2006), and self-regulation (see Zimmerman, 2002). This grounding helps readers gain a holistic understanding of ER's complex, dynamic environment and the role of motivation therein. Part 1 concludes with 12 useful tips for developing motivation in second language reading.
Part 2, which is divided into two sections, focusses on ER research implications for teaching. Drawing on Dörnyei (2001), Leather and Uden propose a Motivational Reading Cycle with activities divided into four phases: creating the right reading environment, generating initial motivation, maintaining and protecting reading motivation, and encouraging positive retrospective evaluation. In the first section, Leather and Uden present 53 activities (e.g. ‘Minimizing Distractions’ or ‘What Do I Think I’ll Learn’) categorized by their relationship to the Motivational Reading Cycle, each including a suggested language level, list of materials, and easy-to-follow instructions, and several including suggestions for extensions and variations. The authors prove these activities especially worthwhile by supplementing them with short, evidence-based discussions of their links to the research. In the second section, Leather and Uden present six activities for ER professional development sessions. These activities (e.g. ‘How Useful is Extensive Reading’ and ‘Extensive Reading Workshop: Problems & Solutions’) offer training insights that will make a lasting impact on teaching practices.
Part 3 explains how the activities previously introduced can be implemented in 10 scenarios commonly faced by teachers and trainers. For example, teachers whose students ‘don't like reading’ might do well to start with activity 4, the ‘Interest Inventory’, in which students are asked to reflect on their interests so that teachers may introduce more engaging reading materials. For those with just an hour a week to spare, the authors suggest activity 40, a ‘Reading Progress Check’, or 48, a ‘Reading Conference’, to motivate reading outside of class. Given that the scenarios are linked to the activities introduced in Part 2, readers can find solutions to fit their needs.
Part 4 outlines how readers can move from implementation to research, completing the research-practice-research cycle. Novice researchers will find this section particularly useful. Leather and Uden define ‘action research’ and explain its purpose and stages, along with providing examples of data collection methods and detailing the experience of a teacher who carried out a small-scale action research project. Part 4 concludes by highlighting unexplored areas relating to motivation and ER that might be constructive starting points for action research in the classroom.
The authors’ pedagogical approach helps readers reflect on ER and motivates them to implement it. Moreover, the research-practice-research cycle that forms the volume's organizational structure helps both the novice and the experienced connect with the insights presented. The book is accessible to anyone interested in ER, and the discussion is never overwhelming.
Although a valuable contribution to the field, annotated recommendations for further reading at the end of each section would have assisted readers wishing to delve deeper. A glossary and list of useful websites would likewise have made the book easier to use as a reference. Finally, it would have been beneficial to include more online activities, as teachers increasingly employ online reading materials.
Overall, Extensive Reading: The Role of Motivation cultivates knowledge and awareness of the role of motivation in ER for all teaching levels, building strong links between theory and practice. The authors’ proposed Motivational Reading Cycle will guide researchers in conducting further studies, helping teachers apply ER and support language development. The inclusion of real-world language teaching concepts makes this book an essential resource for all teachers aspiring to promote reading.
