Pedagogical innovation in extensive reading: A case study of the impact of an activity-based approach on L2 reading motivation

While extensive reading (ER) is recognised for its linguistic and affective benefits, its implementation is sometimes misaligned with local educational contexts, prompting efforts to integrate ER into local curricula through pedagogical innovation. This qualitative case study focuses on ER guided by activity-based approach (ABA), a curriculum-standard pedagogy in China. Drawing on expectancy-value theory, this study investigates how ABA may support ER and increase L2 reading motivation. Students reported a positive perception of the activities’ motivational impact, particularly Story Mountain, role-play, Conscience Alley, thematic discussion, and creative writing. These activities fostered expectancy for success and multiple task values. ABA complements individual and silent ER through its cognitively sequenced activity organisation, enhanced affective and social engagement, and whole-person development orientation. By demonstrating the convergence of cognitive, affective, and social dimensions in the ER classroom, this study suggests that pedagogy-integrated ER fosters reading motivation while enhancing ER’s institutional legitimacy and contextual compatibility.