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104Juntendo Journal of Global Studies, Vol. 1, (2016)tensive reading to a degree where language pro-ciency gains could be expected. Recommendations for adjusting the program to make it more effective are summarized as follows:1) Better educate students on the benets of ER during orientation and repeat the rationale for ER regularly. Explain in detail the mechanism of ER and how much reading will lead to what kinds of gains in prociency.2) Hold students accountable for ER by assigning grades to performance. Make ER mandatory and expected.3) Set individual reading goals for students based on needs and prociency levels.4) Regularly exploit ER for in-class discussions on reading content, progress or experience.5) Make progress visible through the use of Weekly Progress Sheets and Reading Record Sheets to facilitate tracking, sharing, and feedback. Engaging students is not easy. Students are sur-rounded by various people and activities competing for their attention—friends, jobs, clubs, games, etc. Without a comprehensive program of required par-ticipation, supported by social and psychological le-veraging, it is hard to get students to engage in new behaviors, even ones that help them toward their ul-timate learning goals. ReferencesAssor, A., & Kaplan, H. (2001). Mapping the do-main of autonomy support. Five important ways to enhance or undermine students’ expe-rience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101–120). Boston, MA: Kluwer Academic.Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Lan-guage, 26, 29–49.Berger, R., Rugen, L., & Woodn, L. (2014). Lead-ers of their own learning: Transforming schools through student-engaged assessment. San Francisco, CA: Jossey-Bass.Blouin-Hudon, E. C., & Pychyl, T. (2015). Experi-encing the temporally extended self: Initial support for the role of affective states, vivid mental imagery, and future self-continuity in the prediction of academic procrastination. Personality and Individual Differences 86, p. 50–56.Campbell, J., & Weatherford, Y. (2013). Using M-reader to motivate students to read extensively. In S. Miles & M. Brierley (Eds.), Extensive reading world congress proceedings (pp. 1–12). Seoul: Extensive Reading Foundation. Cote, T., & Milliner, B. (2014). Extensive reading on mobile devices: Is it a worthwhile strategy? In M. Abdullah, T. B. Hoon, W. B. Eng, F. Idrus, A. B. M. Razali, & S. Sivapalan (Eds.), Proceedings from the 12th Asia TEFL interna-tional conference and 23rd MELTA interna-tional conference 2014 (pp. 979–990). Sar-awak, Kuching: Malaysian English Language Teaching Association (MELTA).Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, (2).Dornyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics 21: 43–59.Dornyei, Z. (2009). The L2 motivational self sys-tem. In Z. Dornyei & E. Ushioda (Eds.), Moti-vation, language identity, and the L2 self (pp. 9–42). Bristol: Multilingual Matters.Dweck, C. (2006). Mindset: The new psychology of success. New York: Ballantine.Emberton, O. (2013). How do I get over my bad habit of procrastinating? Forbes, January.

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