Extensive reading as a tool to develop reading habits in adolescent students

Abstract

Reading is fundamental to linguistic development and academic performance; however, many adolescent students struggle to develop regular and meaningful reading habits. This study investigates how Extensive Reading (ER) can be used as a pedagogical tool to support the development of reading habits among adolescents. Grounded in the theoretical perspectives of Day and Bamford (2004), Nation (1987), and Krashen (1982), the research adopts a qualitative approach based on a literature review and a questionnaire administered to twenty adolescent students from public and private educational contexts. The findings indicate that although many students report low motivation and limited reading practices, those who have experienced extensive reading activities demonstrate higher levels of motivation, confidence, and engagement with reading. The results also reveal a general lack of awareness of extensive reading practices among adolescents, as well as recurring challenges such as lack of time, lack of interest, and limited access to appealing reading materials. Overall, the study concludes that extensive reading can significantly contribute to learner autonomy, positive attitudes toward reading, and the development of sustainable reading habits when implemented with accessible, enjoyable, and self-selected materials. The study emphasizes the importance of incorporating extensive reading into language curricula as a strategy to promote lifelong reading habits among adolescent learners.