A tale from extensive readers in an online extensive reading classroom
ISSN: 1443-9883
Article publication date: 4 April 2023
Issue publication date: 12 June 2023
Abstract
Purpose
While extensive reading has been widely implemented in face-to-face settings, few studies have examined how extensive reading in online classrooms is enacted. The present study aims to explore students' voice in online extensive reading classrooms.
Design/methodology/approach
This brief report is part of classroom action research. It involved 3 undergraduate students majoring in English education who undertook extensive reading course during the COVID-19 pandemic. The participants documented their reading experience through digital storytelling (DST) at the end of the semester. Data from the DST were collected and analyzed using thematic analysis with narrative approach.
Findings
The story began with the recollection of the participants' memories in the past when they studied English. It then moved to students expressing meeting the intersection between challenges and opportunities when becoming an extensive reader. The digital story ended with a reflection on the action of the participants when engaged in extensive reading and its learning tasks. The present research suggests that extensive reading teachers should involve students in meaningful but flexible online activities to develop reading habit and interest, particularly during the COVID-19 pandemic.
Originality/value
Ample studies have investigated how students experience extensive reading class situated in either online or offline setting. However, few studies have explored students' voices when they have to do extensive reading online during university closure due to COVID-19 pandemic. In addition, this study investigates students' voice from DST as a data collection technique.
Keywords
Acknowledgements
The authors would like to thank the anonymous reviewer(s) for their valuable inputs.
Citation
Machfudi, M.I. and Ferdiansyah, S. (2023), "A tale from extensive readers in an online extensive reading classroom", Qualitative Research Journal, Vol. 23 No. 4, pp. 420-426. https://doi.org/10.1108/QRJ-01-2023-0010
Publisher
:Emerald Publishing Limited
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