The literature has provided empirical evidence that traditional extensive reading (ER) programs can help develop learners’ lexical knowledge and reading speed. However, few studies have examined whether the same positive outcomes can be found in online ER programs. The current study investigated the effects of an online ER program with Xreading, where students were expected to learn vocabulary incidentally as well as intentionally. It was discovered that the students were able to increase their vocabulary knowledge and average reading speed over the course of one academic year. Thus, the students’ vocabulary knowledge and reading rate appear to be improved by this online ER program. However, the correlations between the total word counts and vocabulary gains as well as reading rate gains were not statistically significant. Therefore, these improvements can be due to the influence of other English lessons, though the results could be caused by the fact that most of the students completed the word count goals. Some suggestions for future research are also presented.
Keita Yagi (Fri,) studied this question.