Extensive reading and metacognitive awareness in second language acquisition

Building off encouraging data collected concerning ego permeability and smartphone audio/visual recording technology as a means to second language acquisition [Fallon/Baker, 2016; Keeley, 2014], this research explores the impact of extensive level-appropriate reading in combination with classroom recording and transcribing activities as a means to nourish language acquisition through self-reflective awareness and L2 identity development. This research will elaborate on the efficacy of continuous L2 reading assignments outside of class, verbal summarization of a story narrative, and L2 identity cultivation though metacognitive awareness. Data yielded from surveyed students found this approach to benefit intrinsic motivation and L2 ability. The same survey data also found metacognitive learning experiences to nourish L2 acquisition.