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951. Introduction Extensive reading (ER), an activity where stu-dents choose simplied texts (graded readers) and read a lot at their own pace (Day & Bamford, 2002), can be implemented either in class (where students spend class time simply reading silently), or as an ‘‘additive’’ activity in a language program (where students borrow and read books outside of regular class time) (Robb & Kano, 2013). ER can lead to improvement in reading uency, vocabulary, spell-ing, reading speed, speaking, listening, writing skills, and stronger language learning motivation (Krashen, 2009). ER also builds reading automatic-ity, which is associated with improved noticing of language or genre features in the texts. As mental capacity is freed through automaticity of processing, it can be used for greater noticing or allocated to in-creased or alternative strategy use (Grabe, 2009; Grabe & Stoller, 2011). ER is widely considered to be an important, if not crucial, element of a lan-guage learning program (Waring, 2009). Additive ER has various challenges, however, which include acquiring and managing large num-bers of books (Day & Bamford, 2002), tracking and monitoring student borrowing and reading, and ori-enting and motivating students to begin and con- Original Article Extensive Reading Onboarding: Challenges and Responses in an Optional ProgramMarcel VAN AMELSVOORT1)*Abstract Extensive reading (ER) is a potentially effective activity widely used at universities in their EFL programs. This study reviews the establishment of an ER program with 123 stu-dents in a new department of a private university in Japan. The ER program design and student engagement record are described, and suggestions for improvement are made based on an examination of the relevant literature. Ways of better engaging learners are discussed including a list of ve recommendations: 1) better educating and orienting stu-dents; 2) making the program obligatory and assigning a grade for reading; 3) having stu-dents set individual reading goals; 4) connecting ER to classroom activities; and 5) mak-ing progress visible and public through tracking, sharing and providing feedback on progress. Key wordsExtensive reading, Program design, Motivation, OnboardingJuntendo Journal of Global Studies, Vol. 1, pp. 95–106 (2016)1)Faculty of International Liberal Arts, Juntendo University    (Email: amelsvoort@juntendo.ac.jp)*Corresponding author: Marcel VAN AMELSVOORT 〔Received on October 9, 2015〕〔Accepted on January 22, 2016〕

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