This article suggests that online extensive reading (ER) has a beneficial effect on English for Academic Purposes (EAP) learners’ reading attitudes, as well as language proficiency, including improvement in reading rates, vocabulary acquisition, and grammatical knowledge, in light of findings by Zhou and Day (2021) and others. Nonetheless, there are challenges associated with online ER in fostering the development of reading habits among EAP learners. The current article represents a thought experiment that turns over these challenges and considers answers. These challenges may be attributed to the nature of reading habits, the online ER environment, and hindrances posed by assessment practices of teacher educators’ comprehension of ER. The article proposes that administrators aiming to implement successful ER programs should take into account several key considerations. These include adopting a top-down approach, seeking recognition and support from various stakeholders, incorporating diverse reading materials, shifting away from an exam-oriented atmosphere, providing opportunities for professional development, ensuring access to professional resources, and fostering a cultural shift that values online ER.
Mark Feng Teng (Mon,) studied this question.