The impact of extensive reading on efl secondary school students’ vocabulary development

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY CHU THỊ DIÊU THE IMPACT OF EXTENSIVE READING ON EFL SECONDARY SCHOOL STUDENTS’VOCABULARY DEVELOPMENT MASTER’S THESIS IN EDUCATION Nghệ An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY CHU THỊ DIÊU THE IMPACT OF EXTENSIVE READING ON EFL SECONDARY SCHOOL STUDENTS’VOCABULARY DEVELOPMENT Major : Teaching English to speakers of other language (TESOL) Code: 8140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Ngơ Đình Phương, Assoc prof., Ph.D Nghệ An, 2018 ACKNOWLEDGEMENTS To accomplish this study, I am indebted to many people for their thoughtful help First and foremost, I would like to express my most sincere gratitude to my respectable supervisor, Associate Prof Ngo Đinh Phuong for his restless and sympathetic encouragement, and critical feedback, without which my thesis would be far from completion I would also like to acknowledge my debt of gratitude to the staff members of the Post Graduate Department and the lecturers at Vinh University for their valuable lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy although they are not my supervisors My sincere thanks also go to my dear colleagues at Newstar English Centre for all their help, supports and encouragement when I encountered difficulties I wish to acknowledge my thankfulness to classes 7A1 and 7A at Newstar English Centre for their enthusiastic participation in the experiment Finally, I would like to express my thanks to my friends who were willing to help me during the course In particular, I find myself indebted to my family especially my husband for their love, care and tolerance during the process of writing this thesis i ABSTRACT Extensive reading is believed to develop good reading habits, to build up knowledge of vocabulary and structures, and to encourage a liking for reading Current literature points to the importance and benefits of extensive reading and claims that extensive reading provides contextualized clues for better reading comprehension and substantial linguistic input needed for language development This research examines the use of extensive reading activities in teaching foreign language, particularly in developing vocabularies for students through a sample data of 45 students in two different classes in grade at Newstar English Centre (They are students in classes 7A and 7A1) Through this research, teachers are going to apply Extensive reading skill to improve the secondary students’English knowledge, especially, the vocabulary development Based on the data generated by this study, the teaching approach is effective in enhancing students’ attention toward reading activities, changing students ‘feeling with reading tasks, developing better vocabularies remembering ability, and getting higher marks in the post-test period Therefore, extensive reading was affirmed to have correlations with EFL secondary school students’ vocabulary developments Though, further studies should be conducted by other researchers to investigate the effectiveness utilizing the teaching approach to students in other grades and at other schools to verify the evidences ii TABLE OF CONTENTS ACKNOWLEDGEMENTS .i ABSTRACT ii LIST OF ABBREVIATIONS v CHAPTER INTRODUCTION 1.1 Rationale of the study .1 1.2 Purpose of the study 1.3 Scope of the study 1.4 Hypothesis 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Extensive reading in comparison with normal reading before 2.1.1.Reading 2.1.2.Extensive reading 2.1.3.The roles of extensive reading in language education 11 2.2.The correlations between extensive reading and EFL secondary school students’ vocabulary level .13 CHAPTER METHODOLOGY 17 3.1 Research context .17 3.2 Research questions 18 3.3 Research approach 18 3.3.1 Overview of action research 18 3.3.2 The rationale of the use of action research 19 3.4 Description of the research .19 3.4.1 Population 19 3.4.2 Materials 20 3.4.3 Data collection .21 3.4.4 The action procedures 22 3.4.5 Data and analysis procedures 25 3.5 Summary .27 CHAPTER FINDINGS AND DISCUSSIONS 28 iii 4.1 The result of impact of reading on the 7A&7A1 students’ vocabulary development without Extensive Reading 28 4.2 The extensive reading activities applied for the seven-graders in Newstar English Centre 37 4.3 The impacts of using Extensive Reading on vocabulary development of EFL students in Newstar English Center .39 4.4 The result of observation on the impact of Extensive Reading on vocabulary development of EFL students in Newstar English Center 50 CHAPTER CONCLUSION 56 5.1 Implications 57 5.2 Limitations 58 5.3 Suggestions for further research : 59 Reference .60 APPENDIX 65 Appendix 1: PRE-QUESTIONNAIRE FOR STUDENTS 65 Appendix 2: POST-QUESTIONNAIRE FOR STUDENTS .67 VOCABULARY PRE- TEST .69 PART I Choose the correct vocabulary to fill in the blank 69 PART II Find one which is different from others 70 VOCABULARY POST-TEST 71 Part II Find one which is different from others: 71 THE READING MARTERIAL USING IN PRE-TEST 69 THE READING MARTERIAL USING IN POST-TEST 74 THE ZEBRA STORYTELLER 74 SUMMARY OF STUDENT PRE-TEST AND POST-TEST 75 THE READING MATERIALS LIST IN EXTENSIVE READING ACTIVITIES (8 WEEKS) 77 iv LIST OF ABBREVIATIONS List of Abbreviation Full word EFL English as a Foreign Language GCSE General Certificate of Secondary Education ESL English as a Second Language v LIST OF TABLES Figure 3.1: The research processes 23 Table 3.1: The time frame of research process .25 Table 4.1: Question and in Pre-test questionnaire 28 Table 4.2: The frequency of conducting reading textbook in a week before (question 3) 29 Table 4.3: The number of students finish the reading task assigned before 30 (question 4) 30 Table 4.4: The number of students understands reading before (question 5) 31 Table 4.5: Remembering new vocabularies before (question 6) 32 Table 4.6: The number of avoid-difficulty-in reading behaviours (question 7) 32 Table 4.7: The rate of choosing each behaviour (question 7) .33 Figure 4.1: The rate of times of choosing each behaviour 34 Table 4.8: Descriptive Statistics of question in pre-test questionnaire .35 Table 4.9: The percentage of students’ opinion towards reading effectiveness (quest 8) .35 Table 4.10: The answer of question of vocabulary improvement by reading (question in pre- questionnaire) .36 Table 4.11: The reading materials list in Extensive Reading activities 37 Table 4.12: The frequency of using Extensive Reading method (post-question1) .40 Table 4.13: The opinion towards Extensive Reading method (post-question2) 40 Table 4.14: Understanding the meaning of Extensive reading task (post-question3) 42 Table 4.15: The percentage of student could explain the meaning of vocabulary in English (post –question4 ) .43 Table 4.16: The Descriptive Statistics of question in post- Questionnaire 44 Table 4.17: The percentage of students could remember pronunciation when using Extensive Reading (post- question 5) 45 Table 4.18: The percentage of students feel that the stories in Extensive Reading books are attractive (post-question 6) 46 Table 4.19: The percentage of students not having many difficulties in facing too many new vocabularies as in the past (post-question 7) 47 Table 20A: The percentage of number of benefits per student (post- question 8) 48 vi Table 20B : The percentage of number of benefits students (post- question 8) .49 Table 4.21: The Descriptive Statistics of Time to complete reading task (Minutes) 51 Table 4.22: The comparison of time to complete reading materials in class (Unit: minutes) 52 Table 4.23: The comparison of the level of understanding reading materials (Unit: %) .53 Table 4.24: The comparison in vocabulary pre-test and post-test (Mean of marks) .54 vii CHAPTER INTRODUCTION This is a study on the impacts of extensive reading on EFL students’ vocabulary development In the past , reading skill was considered very important and even vital to confirm someone’s language knowledge so that among four skills: speaking, listening, writing and reading people put much attention to it and wanted to master it Nowadays, with the trend of globalization, reading is not as popular as speaking but the value of reading skill won’t be replaced In order to foster the enormous value that reading offers, the researchers and educators have found out the new approaches relating to it and one of these is extensive reading Extensive reading is an alternative approach; another model for teaching reading exists It involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts With this approach of reading, students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class In this way students are encouraged to read for pleasure and should become better readers The principal objective of undertaking an extensive reading is to get students reading in English and liking it An increase in reading fluency should be another objective Because of this, reading should be a pleasurable activity for the students, promoted as much as possible by the teachers Effective reading skills are especially vital in the EFL context because exposure to spoken English is not enough, and reading is very often the only source of comprehensible and meaningful linguistic input that helps unconscious acquisition of the language (Krashen 1981) 1.1 Rationale of the study Reading is an activity that can be considered as a crucial aspect of one's language ability because this skill helps to develop other language skills and provides knowledge on the target language However, many students experience difficulties in comprehending the reading texts These difficulties appear because the students have low motivation and possess limited vocabularies, They often got the reading tasks with the unwilling and annoying feeling Gradually, they felt bored and even got worried about reading Therefor, their reading skill was worse and A leave B will leave C have left D shall leave Part II Find one which is different from others: A.summer B holiday C spring D fall A.review B keen C interesting D important A.vacation B Easter C.Christmas D Thanksgiving A.typical B definite C lazy D.family A.Christmas B Trees presents C.flowers D wine 72 THE READING MARTERIALS USING IN PRE-TEST THE RETOLD STORY OF SNOWWHITE Once there was a beautiful girl with her cheeks as white as snow—except for the time when she went on a picnic and came back with poison ivy, but I digress Her name was Snow White A mean queen living nearby gazed at her reflection in the mirror Being an insecure, middle-aged queen, she asked, “Mirror, mirror, on the wall, who in this land is fairest of all?” The mirror answered, “You, my queen, are fairest of all…” Her hearing aid's battery being weak, she didn’t hear it add in a whisper, “…except for the wrinkles on your forehead and the hairy wart on your nose.” One day, she asked the same question for the millionth time—Alzheimer kicking in She was startled when the mirror said, “You, my queen, are fair; it is true But Snow White is still a thousand times fairer than you." She stomped away in a rage, and the mirror mumbled as to himself, “The girl does have a few zits, being a teenager and all, but overall, it beats the dark pockets around your eyes.” Well, you know the rest of the story The mean queen visited Snow White with a poisoned apple Snow White fell asleep, and the dwarves put her in a glass coffin outside They took turns watching her and gathering wood for a campfire to make s’mores, which everyone liked except Grumpy The prince came, and, disregarding the pimples, kissed Snow White and broke the spell She woke up to see the teenage prince, with fuzz on his upper lip and untied shoes He didn’t know how to kiss either, but somehow, she fell in love with him And they struggled merrily in a generally happy marriage for ever and ever (Source: Spencer Holst THE RETOLD STORY OF SNOWWHITE, Station Hill Press (914-758-5840)) Read the passage and answer the questions below: How was Snow White? How was the queen? What did the prince to wake Snow White up? 73 THE READING MARTERIALS USING IN POST-TEST THE ZEBRA STORYTELLER Once upon a time there was a Siamese cat who pretended to be a lion and spoke inappropriate Zebraic That language is whinnied by the race of striped horses in Africa Here now: An innocent zebra is walking in a jungle and approaching from another direction is the little cat; they meet “Hello there!” says the Siamese cat in perfectly pronounced Zebraic “It certainly is a pleasant day, isn’t it? The sun is shining, the birds are singing, isn’t the world a lovely place to live today!” The zebra is so astonished at hearing a Siamese cat speaking like a zebra, why, he’s just fit to be tied So, the little cat quickly ties him up, kills him, and drags the better parts of the carcass back to his den The cat successfully hunted zebras many months in this manner, dining on filet mignon of zebra every night, and from the better hides he made bow neckties and wide belts after the fashion of the decadent princes of the Old Siamese court He began boasting to his friends he was a lion, and he gave them as proof the fact that he hunted zebras The delicate noses of the zebras told them there was really no lion in the neighborhood The zebra deaths caused many to avoid the region Superstitious, they decided the woods were haunted by the ghost of a lion The zebra storyteller wasn’t fit to be tied at hearing a cat speaking his language, because he’d been thinking about that very thing He took a good look at the cat, and he didn’t know why, but there was something about his looks he didn’t like, so he kicked him with a hoof and killed him That is the function of the storyteller (Source: Spencer Holst THE ZEBRA STORYTELLER, Station Hill Press (914-7585840)) Question: Tell what you understand after reading this passage? (Anything you want to speak) 74 SUMMARY OF STUDENT PRE-TEST AND POST-TEST Reading task completing time Student No Pre-test 1st 2nd Vocabulary explanation Post-test 1st 2nd Pre-test 1st Post-test 2nd 1st 2nd reading reading reading reading reading reading reading reading 3.15 3.66 2.56 2.15 11 13 15 20 3.12 3.77 3.15 3.12 12 14 14 15 3.11 3.92 2.66 2.11 13 15 13 18 1.85 1.85 2.87 1.85 13 13 13 19 3.96 3.96 1.98 1.38 15 15 16 18 4.12 5.13 2.85 2.15 12 12 12 18 4.66 4.66 2.96 2.66 13 13 15 13 5.13 4.29 2.15 1.88 19 16 20 15 2.09 2.69 2.66 2.37 17 17 14 17 10 1.98 2.39 2.87 1.68 16 15 16 18 11 1.92 1.92 1.98 2.66 20 15 20 17 12 5.01 1.96 1.85 2.56 12 13 19 16 13 3.46 1.89 2.87 2.15 11 14 18 16 14 3.12 3.12 1.98 3.12 10 10 18 16 15 2.46 5.02 1.85 2.66 19 19 17 17 16 3.84 3.64 2.56 2.87 9 15 16 17 2.49 2.49 2.15 2.06 9 16 18 18 5.13 3.59 2.66 2.15 17 16 17 19 2.98 2.98 2.87 2.56 12 18 17 18 20 4.36 3.26 1.98 3.15 13 18 20 18 21 5.23 3.48 1.85 2.66 14 17 15 17 22 5.39 3.69 2.15 2.56 12 14 17 14 23 2.35 3.44 2.66 2.15 19 16 15 16 24 4.26 4.26 2.87 2.66 11 13 15 19 25 3.25 2.69 1.98 2.87 11 13 14 19 26 3.66 2.67 1.85 1.98 11 15 16 18 75 27 2.67 3.98 2.56 2.16 19 12 19 18 28 3.12 2.59 2.15 2.56 14 13 14 15 29 2.36 3.48 2.66 2.15 16 19 16 14 30 2.56 1.96 2.87 2.66 12 17 19 16 31 3.62 5.03 1.98 2.66 13 16 19 19 32 3.28 4.69 1.85 2.87 10 20 18 19 33 1.89 3.49 2.87 1.55 12 18 18 34 3.45 3.46 1.98 2.44 11 17 19 35 3.16 2.96 2.15 2.66 10 16 18 36 3.65 2.83 2.66 2.87 13 16 18 37 3.19 4.16 2.87 1.98 10 10 16 16 38 2.56 4.37 2.98 2.06 17 12 17 16 39 2.56 2.64 1.85 2.56 14 16 16 16 40 4.12 3.69 2.56 2.15 16 20 20 16 41 2.66 2.66 2.15 2.66 12 17 20 17 42 4.19 4.19 2.66 2.56 13 19 15 43 2.15 3.15 2.87 2.15 10 10 19 15 44 4.06 4.02 1.98 1.55 12 18 20 76 THE READING MATERIALS LIST IN EXTENSIVE READING ACTIVITIES (8 WEEKS) HOW DO THE IRISH POP- GROUP 'BOYZONE' LIVE A HEALTHY LIFE? Sleeping well is very important When I can get home to my mother's house, Stephen: I sleep for ten hours But I find it very difficult to sleep at night after a concert because my head is full of music Sport is important Before I had a car accident I was at the sports center two Keith: and a half hours a day, five days a week I can't that now, so I about 150 sit- ups a day I don't drink alcohol or smoke I try to eat well Also, I drink a lot of water Ronan: because it's good for your health I should have about eight glasses a day, but I don't always drink so much People shouldn't work all the time I love my job but there are other things I Shane: like doing too In my free time I just listen to music or watch TV It's good for you to nothing sometimes I don’t get tired any more since the doctor told me to eat better Now I eat Mikey: lots of things like carrots and spinach every day But I still eat burgers sometimes! Question: How the Irish pop- group ‘boyzone’ live healthily? (Source: Key English Test 3, Test 3, Part 4, p 26) 77 ICE-FISHING If you drive north from Toronto for three hours, you come to Lake Nipissing In winter, the lake becomes ice, and thousands of Canadian fishermen travel there each weekend They build little houses of wood on the ice and paint them in bright colours Then they sit inside to catch the fish that swim under the ice Bob Marvisch has come here at this time of year for twenty-five years “You need clothes that are light but warm: two pairs of socks and gloves, several thin sweaters and a snow suit on top Catching the fish is easy,” he says “First you break the ice and make a small round hole in it Next you take a fishing line and put some bread on it Then you put the line through the hole and into the water You pull the line-up when the fish eat the bread They are between ten and twenty centimetres long Some people like to eat them, but when I have caught three or four fish, I prefer to have some chocolate or other snack! Today I have caught twenty-five! It’s a great sport and you can meet some nice people here!” Question: Tell the information you know about ice- fishing? (Source: ICE-FISHING, Key English Test 4, Test 3, Part 4, p 27) 78 SNOWBOARDING Victoria Jamieson from Britain started snowboarding at 20 She is now 23 and has won many competitions in this sport We spoke to her when she was at a snowboarding competition last week in Switzerland and asked her why she started the sport 'I've always liked all kinds of sports, especially skiing, and it seemed natural to start snowboarding It doesn't take long to learn, and you can become really good in a few months.' We asked her if she had to a lot of practice 'Well, in winter I snowboard in the mountains every day from 8.30 a.m until p.m I also run and go hiking But I just love doing it all! I like the competitions and being in the mountains It's so beautiful But free-riding, that's doing what you want when you're not in a competition, is the best thing in the world for me.' We asked her what is important when you're learning 'You can learn quickly but you need lessons It's also important to have the right clothes so you don't get wet because, to begin with, you spend a lot of time falling down!' Question: Why does Victoria fancy snowboarding? Do you like snowboarding? (Source: SNOWBOARDING, Key English Test 4, Test 2, Part 4, p 17) 79 BOLLYWOOD ‘Bollywood’, which is the name of the film industry in Mumbai, India, makes almost 1,000 films a year Since making its first film in 1913, Bollywood has made over 29,000 films This is a much higher number than the USA and means it is the biggest film industry in the world Most Indians like watching films better than any other free-time activity and ten million of them go to the cinema every day Bollywood films tell romantic love stories and singing, and dancing are an important part of every film Indian films are also enjoyed outside India Last year, Bollywood made over $500 million by selling its films to other countries Indian actors make more films each year than American actors in Hollywood, but they are not paid that much This is why most Bollywood films only cost about million to make A Hollywood film is never made for under $5 million Most Bollywood actors are young They work hard but only for a few years Amitabh Bachchan, who some people say is India’s greatest actor, is different He has been the star of more than 140 films during an acting career of almost 40 years Question: What you know about Hollywood & Bollywood? (Source: BOLLYWOOD, Key English Test 5, Test 4, Part 4, p 79) 80 WORLD TRAVELLER Nick Barlow loves his work He’s a British actor and he travels around the world making TV programmes ‘People welcome me everywhere I go and when I get home I remember all the wonderful things that happened in each country.’ Nick has travelled to many places but there are a few trips that he would still like to make ‘I’d love to visit South America and go back to Australia one day’, he says On each trip, Nick travels with a team of people They bring the cameras and other filming equipment needed to make the programme Nick doesn’t take a lot of things for himself, just a few shirts and trousers, but he always makes sure he has some books in his suitcase Nick’s wife, Helen, doesn’t mind him travelling for his work She has a lot of friends and keeps busy When he gets back, she likes to listen to all his travel stories But sometimes there are problems When he was in the Malaysian rain forest, Nick heard that his wife was ill in hospital ‘I felt terrible because I couldn’t help, but she didn’t want me to come home I was so happy when I heard she was better’ Question: Discuss about the word phrase “world traveller” (Source: WORLD TRAVELLER, Key English Test 5, Test 3, Part 4, p 59) 81 A GREAT IDEA! Frazer and Peter are two 14-year-old boys who grew up in the same small Canadian town They have always been friends and classmates Like all their other friends, they enjoy going fishing or swimming at weekend But for the last few months, they've spent every weekend in Peter's room working on his laptop This isn't because they have a lot of homework They have made a new computer word game The idea for the game came from Frazer's little brother, Kevin, who had problems with his reading Kevin learns words more easily by seeing pictures and hearing information than he does by reading His brother wanted to help Frazer and Peter worked together for over 200 hours to make a computer game and now it's ready to use It's a speaking and picture game For example, if you look at the word ‘hat’, there's a drawing of a hat next to it and you can hear Peter saying ‘Hat! Hat!’ at the same time The two boys have won a lot of prizes for their computer game and it will soon be on sale around the world Many schools are interested in buying it Question: What’s great idea to Frazer and Peter? About you? (Source: A GREAT IDEA! Key English Test 5, Test 1, Part 4, p 19) 82 DAVID SWIMS THE COOK STRAIT David Johnson has loved swimming all his life When he was 27, he swam in a race near his home in the USA The sea was very cold, and David started to feel unwell He was taken to hospital, but he soon got better and started swimming again In 1983, he became the first person to swim from Santa Cruz Island to the Californian coast In January 2004, at the age of 52, David crossed New Zealand’s Cook Strait in hours and 38 minutes The oldest swimmer before David was only 42 years old David spent over a year getting ready to swim the Strait Then, he and his wife flew to New Zealand so that David could practise for a few weeks there But, only days after they arrived, the weather improved so David decided to start his swim He did it with the help of a team ‘They were great,’ David said ‘They were in a boat next to me all the time! After a few hours, I thought about stopping but I didn’t and went on swimming.’ Afterwards, David and his wife travelled around New Zealand before returning to the USA Question: What happened to David? Do you like it happen to you? (Source: DAVID SWIMS THE COOK STRAIT, Key English Test 6, Test 1, Part 4, p 21) 83 JANN MARDENBOROUGH Jann Mardenborough has loves cars since he was given a toy one as a baby He loved them so much that when he was eight his father took him to a place where children race small cars called karts Staff at the kart centre told Jann he drove so well, he might one day become a racing driver Unfortunately, the kart centre closed soon afterwards, and there wasn’t another one near enough to his home that he could get to As he couldn’t race karts any more, Jann decided to try computer racing games After lots of practice, he became very good However, he never told his parents what he was doing Then, one day, when he was 18, he told them that he was one of the top ten winners of a computer racing competition They were surprised His prize was to drive a real car in a race against the other nine top players Was Jann’s first time in a racing car, but, amazingly, he won the race! The prize this time found a job driving in a racing team Question: Is a computer racing gamer good or bad? (Source: JANN MARDENBOROUGH, Key English Test 7, Test 1, Part 4, p 21) 84 AN AMAZING ADVENTURE Erden Eruc is Turkish but now lives in Seattle, USA, with his wife Nancy In July 2012, he completed an amazing 5-year journey, becoming the first person ever to travel all the way around the world with no help from engines or sails All he used were his own arms and legs, to cycle row, and walk around the world His plan before beginning the trip was to climb the highest mountain on each of the six continents that he went through Unfortunately, he was only able to climb three of them because of bad weather and money problems Erden spent a lot of his time on the trip rowing his boat His journey across the Pacific Ocean took 312 days Being alone for that much time was not at all easy, but he kept busy by listening to music and studying Spanish He took dried food with him and had a water machine to make fresh water out of seawater However, it only worked on sunny days Erden is sure he will have more adventures one day But at the moment all he wants to is rest, think about his trip and spend time with Nancy Question: What you think about an amazing adventure? (Source: AN AMAZING ADVENTURE, Key English Test 7, Test 3, Part 4, p 61) 85 MY BEDROOM Robert Robert likes his room to be tidy, but it’s difficult as it’s his brother’s bedroom too When Robert is alone in the room he does his homework or listens to music On the walls there are a few small posters Robert wants to have more, and to paint the walls yellow, but his mother doesn’t agree There are photographs of family holidays and of his sister’s children ‘I like my room best when they’re here It gets untidy, but I don’t mind’ James James’ bedroom is painted in his favourite colour, yellow He loves rugby, and there are several photos of him playing in the school team ‘After school I like to come up here to play computer games My room’s like my safe place I can relax here’ James keeps his room tidy His school work is on one shelf, and on another he has all his books Harry ‘After school I come up here and chat to everyone I know on the computer,’ says Harry ‘I never work in here – I study in the kitchen.’ He has a big desk with a laptop in the middle, a PC on one side and a lamp on the other On the walls there are two posters of his favourite tennis stars ‘I don’t much sport, but I like watching tennis.’ Question: Do you like your bedroom? Why? (Source: MY BEDROOM, Key English Test 7, Test 2, Part 4, p 41) 86 ... 4.3 The impacts of using Extensive Reading on vocabulary development of EFL students in Newstar English Center .39 4.4 The result of observation on the impact of Extensive Reading on vocabulary. .. extensive reading on EFL secondary students’ vocabulary development 1.2 Purpose of the study When doing this study, the researcher expects to discover the impact of extensive reading on EFL secondary. .. reading skill and the impacts of extensive reading on EFL secondary students ? ?vocabulary development The methodology part, then, introduces the research method including the participants of the