順天堂グローバル教養論集第一巻20160325
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99Extensive Reading Onboarding2.5. The addition of electronic graded readers On May 12, the XReading system of online graded readers was introduced to students. Positive results had been obtained with this system at an-other university in Tokyo (Cote & Milliner, 2014), and hopes were high that with the ability to access and read the books practically anywhere and any-time, engagement would increase. In class, each stu-dent was given a detailed visual guide with instruc-tions for how to access the website and borrow books. Teachers had been instructed on how to use the system and had been given the opportunity to try it out. Each teacher carefully explained the online ER access and borrowing system, once again en-couraging them to read. 2.6. Results at mid-term At the end of May, two weeks after the online sys-tem was made available to students, it was being se-verely under-utilized. Only 8 students (6.5%) had ac-cessed the system and borrowed a book, and only 4 of those books had been completed. Students were clearly ignoring the online reading option. The paper readers were being used more, but the results were not anywhere near close enough to what they would need to be for students to benet from the activity (Nishizawa, Yoshioka, & Fukada, 2010; Beglar & Hunt, 2014), with the exception of perhaps 6–7 stu-dents. Only 124 books had been borrowed and re-turned. Furthermore, only 41 students seemed to be participating in ER with graded readers to any extent. Some other students did say they were reading novels or other materials outside of the graded readers, but given the prociency of the student population, the graded readers were more appropriate for almost all students, and they were going largely unused. 2.7. Additional interventions It was clear by the beginning of June that ER was not going well. Of greatest concern was the almost universal lack of interest/participation in online ER. At this point, the teachers planned a new interven-tion. Students would be given an activity that re-quired them to visit XReading and read a book. The book would form the basis of a discussion in the next class. The goal was to get the students just to try logging on to the system and experience choos-ing and then reading a book on their devices. This intervention resulted in a large number of students visiting the XReading site for the rst time and be-coming familiar with the system. By the middle of June, 93 students had accessed the XReading site at least once—but still 30 students had never logged on. Some of those students were reading paper read-ers and so may simply have had a preference for pa-per-based readers, but some of the students were not reading extensively at all. And of the students who had accessed XReading, at least 13 (10.5% of all students) nished less than 30% of the one book they borrowed. It became clear that getting students into the system and reading regularly would be an ongoing challenge, particularly given the current structure of the program. Two teachers reacted to this by requiring students to keep and share their count of the books and number of words they had read. In two (of the ten) classes, class word count targets were set, with the promise of some celebra-tion if the targets were met. 2.8. ER engagement by the end of rst term Results for ER proved difcult to tabulate. Hav-ing two systems of graded readers, plus allowing students to read outside materials, made counting problematic. The results here were tabulated from the XReading system records, the paper book bor-rowing records, and a questionnaire administered at the end of term. In total, students attempted 525 graded readers. Of these, they completed a total of

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