Integration of ENIE (English Newspaper In Education) as a Source of Language Input and a Medium for Extensive Reading Program

Today, when English proficiency is vital globally, innovative teaching resources that effectively portray real-life English use are needed.This urge is strongest in non-English-speaking countries.This problem can be solved by using English Newspapers in Education (ENIE) as a language input and Extensive Reading (ER) medium, notably in Korean English as a Foreign Language context.This study aimed to investigate the integration of English Newspapers in Education (ENIE) as a source of language input and a medium for Extensive Reading (ER) within the South Korean EFL context.The research involved 50 intermediate level of university nursing students in an English for Specific Purposes (ESP) class over a 10-week period, utilizing a mixed-method approach that included a questionnaire and interviews.Results from the questionnaire and inverviews indicated a generally positive response to ENIE, with increased reading ability, autonomy, and engagement reported by the majority of students, despite some challenges such as language complexity and cultural relevance.They indicate a generally positive reception, with the majority (68%) reporting improvements in reading ability, 84% acknowledging English newspapers as a beneficial source of language input, and 88% expressing interest in continuing to engage with online English newspaper articles independently.The findings suggest that ENIE can significantly contribute to language learning when tailored to students' levels and interests, combined with adequate teacher training and resource curation.This study investigates the incorporation of English Newspapers in Education (ENIE) into the Korean EFL curriculum, aiming to bridge the gap between traditional language instruction and the demands of global communication and literacy, by examining its effectiveness in enhancing extensive reading skills and providing authentic language exposure for educators, curriculum developers, and language learners.The results should inform pedagogical tactics, make English language teaching more engaging and relevant, and give Korean students the linguistic and critical thinking abilities they need for global interactions.