This study investigates the effects of extensive reading (ER) on reading comprehension and learners’ attitudes in English as a Foreign Language (EFL) contexts. Sixty intermediate-level Uzbek EFL learners were divided into an experimental group that participated in a structured extensive reading program, and a control group that continued traditional reading instruction. Data were collected through pre- and post-tests, attitude questionnaires, and classroom observations over an 8-week period. Findings revealed that students exposed to ER showed significant improvement in reading comprehension and developed more positive attitudes toward reading in English. The study concludes that incorporating ER into EFL curricula can effectively enhance both linguistic and affective outcomes.  

Extensive reading, reading comprehension, EFL learners

Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge University Press.

Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136–141.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.

Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In Willy A. Renandya & Handoyo Puji Widodo (Eds.), English language teaching today (pp. 97–110). Springer.

Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70–96.