Chapter 9
Applications of Grounded Theory in the field of Extensive
Reading
This chapter discusses the application of
Extensive Reading (ER), an English language teaching method
encouraging learners to consume large amounts of
proficiency-level content, and its spread to second language
classrooms globally since the 1990s. Studies show that ER
significantly enhances learners’ vocabulary, reading speeds, and
language comprehension. Despite challenges of passive resistance
and apathy from learners, teachers from Japan, Italy, and
Southeast Asia are seeking ways to integrate ER into their
Academic English curricula. The chapter introduces a grounded
theory about learners’ social processes in the ER classroom,
explaining why the Grounded Theory Methodology (GTM) was
selected for this study, its implementation, the faced
challenges, addressed solutions, and unique insights gleaned
through GTM.
Article outline
- 1.Introduction
- 2.Overview of the study
- 3.Why was the GTM used? How was it implemented?
- 3.1Initial venue
- 3.2Research participants
- 3.3Research procedures in the field
- 4.What challenges were faced? How were the challenges
addressed?
- 5.Insights gained using the grounded theory method
- 5.1Infograzing
- 5.2Bookmining
- 5.3Storyhunting
- 6.Conclusions
-
Note
-
References