Exploring EFL Learners’ Perceptions of Extensive Reading in Developing Writing Proficiency


  • Zulfiqar Ali Department of Social Science, Sukkur IBA University, Sukkur, 65200, PAKISTAN
  • Sarala Thulasi Palpanadan Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Parit Raja, 86400, MALAYSIA
  • Mohammad Mujtaba Asad Department of Education, Sukkur IBA University, Sukkur, 65200 PAKISTAN


Reading, Writing, Extensive Reading, Improvement


This study explored English as Foreign Language Learners’ (EFL) perceptions of extensive reading in developing their writing proficiency. The data were collected through semi-structured interviews and students’ reflective diaries from five participants based on a purposive sampling technique. The thematic analysis and personal interpretations techniques were used for the data analysis. The findings revealed that EFL learners perceived the ER approach as a useful method for developing their writing abilities. The learners also enjoyed participating in post-extensive reading writing activities. The study recommends that teachers should engage students in extensive reading along with post-reading writing activities. More research is suggested through multiple data collection tools in various educational contexts about the role of ER in developing the writing proficiency of learners.


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How to Cite

Ali, Z. ., Palpanadan, S. T., & Asad, M. M. . (2023). Exploring EFL Learners’ Perceptions of Extensive Reading in Developing Writing Proficiency. Development in Language Studies, 3(1), 19–24. Retrieved from https://publisher.uthm.edu.my/periodicals/index.php/dils/article/view/13182