Extensive Reading Class: Investigating Teacher’s Role on Student’s Self-Selected Reading Material

Abstract

Extensive reading, a pedagogical approach emphasizing the extensive exposure of learners to diverse reading materials, has gained prominence in language education due to its potential to enhance language proficiency, vocabulary acquisition, and overall reading competence. This research article delves into the critical role of teachers in facilitating extensive reading classes by investigating their support in the selection of reading materials. The study employs a mixed-methods approach, combining surveys and interviews to explore the perspectives of teachers on the teacher's role in material selection. This article presents findings from a study conducted from 4 lecturers of extensive reading classes from three different universities. The results show that some teachers initiated the extensive class by  asking student to select texts based on their interest, while others asked students to choose based on levels of difficulties.