順天堂グローバル教養論集_第二巻_2017年3月(ISSN2424-0001)
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981. Introduction Extensive reading (ER) can lead to improvement in reading fluency, vocabulary, spelling, reading speed, speaking, listening, writing skills, and to stronger language learning motivation (Krashen, 2009; Waring, 2009). In the Japanese context, it has been linked to increased confidence and decreased anxiety with reading (Yoshida, 2016) and increased scores on standardized tests such as the TOEIC (Nishizawa, Yoshioka, & Fukada, 2010; Nishizawa and Yoshioka, 2016). Because of its proven effec-tiveness and because of the limited amount of con-tact class time available in most programs, ER, and in particular additive ER―where students borrow and read books outside of regular class time (Robb & Kano, 2013)―has attracted a lot of interest. However, since it seems that considerable, if not massive quantities need to be read (see, for example, Nishizawa, Yoshioka, & Fukada, 2010, Beglar and Hunt, 2014; or Nishizawa and Yoshioka, 2016) en-couraging and sustaining sufficient student engage-ment with ER is a substantial challenge. This paper will compare the ER programs of two first-year cohorts at the same private Japanese uni-versity in the first term of their first year at the insti- Research Note Extensive Reading Onboarding: Program Design for Increasing EngagementMarcel VAN AMELSVOORT1)*Abstract This study reviews the redesign of an extensive reading (ER) program at a private university in Japan. The original ER program design for 2015 proved less than optimally engaging and so suggested improvements based on an examination of relevant literature were carried out. These included: 1) better educating and orienting students; 2) making the program obligatory and assigning a grade for reading; 3) setting reading goals; 4) connecting ER to classroom activities; and 5) making progress visible and public through tracking, sharing and providing feedback on progress. This study compares the reading amount in the first term of the 2015 year and the first term of the 2016 year, immediately after the changes, were put in place. The 2016 program appears to have been far more successful at engaging students. Key wordsExtensive reading, Program design, Motivation, Onboarding Juntendo Journal of Global Studies, Vol. 2, pp. 98–106 (2017)1) Faculty of International Liberal Arts, Juntendo University  (Email: amelsvoort@juntendo.ac.jp)*Corresponding author: Marcel VAN AMELSVOORT 〔Received on September 16, 2016〕〔Accepted on January 23, 2017〕

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