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