English Education Students’ Perception Towards Their Extensive Reading Instruction

Abstract

Extensive Reading has been widely recognized as an effective approach to promoting reading development and positive attitudes toward reading. However, limited research has explored how students personally perceive their experiences during Extensive Reading instruction. Therefore, this study aimed to explore English Education students’ perceptions of their Extensive Reading instruction. This study employed a qualitative phenomenological research design. The participants were three English Education students who had completed the Extensive Reading course at one of the University in East Java and were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis. Self-Determination Theory (Deci & Ryan, 2000) and Krashen’s Affective Filter Hypothesis (1982) served as the theoretical frameworks for interpreting the findings. The findings revealed five major themes: (1) changes in students’ reading motivation, (2) emotional experiences during Extensive Reading, (3) perceived development of reading and related skills, (4) challenges and coping strategies, and (5) the role of reading material choice in shaping engagement. The findings indicate that students experienced different motivational changes, emotional responses, and reading development depending on their learning experiences. Participants also reported using various self-regulated strategies to overcome reading challenges. Furthermore, opportunities to select reading materials based on personal interests promoted greater motivation, enjoyment, and engagement. Overall, the findings suggest that students perceived Extensive Reading as a meaningful learning experience that supported not only reading development but also motivation, emotional engagement, and learner autonomy.