The Relationship of Extensive Reading as a School’s Extracurricular Activity and the Students’ Ability to Perform Storytelling in English: A Case Study of Phraharuthai Donmuang School
Keywords:
extensive reading, extracurricular activity, storytelling in EnglishAbstract
This study was to study the relationship of extensive Reading as a school’s extracurricular activity and the students’ ability to perform storytelling in English: A Case Study of Phraharuthai Donmuang School. This study aimed to 1) explore how extensive reading program can help enhance students’ performance in storytelling; and 2) investigate the strategies the students use to transfer what they read to spoken text in the storytelling. The case studies were three students chosen from the students from the first grade, fifth grade and ninth grade who participated in the reading club and won the storytelling contest 2014. And three English native and non-native speaking teachers who were the judges for the story telling contest 2014. The instruments used were: 1) semi-structured interview with the three cases to explore their perception and attitudes towards extensive reading and the comments from the story telling contest 2) semi-structured interview to explore the process of preparing the story, telling the story, and the tools for storytelling semi-structured interview to investigate the strategies the students use to transfer what they read to spoken text in the storytelling. The result found that extensive reading can enforce students to perform storytelling in English, and the strategies students used to transfer what they read to spoken text in the storytelling compose of translation, imagination; props like pictures, and dialogues. These strategies could enforce them to tell the story with confidence and accuracy.
References
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reading comprehension of Saudi elementary stage students. Journal of King Saud University–Languages and Translation 2(23), 69–76. doi: 10.1016/j.jksult.2011.04.001
Applebee, A. (1978). The child’s concept of story. University of Chicago Press.
Association of American Colleges and Universities report. (2002). Greater expectations: A new
vision for learning as a nation goes to college. Association of American Colleges and Universities.
Bright, J. A., & McGregor, G. P. (1977). Teaching English as a second language. Longman.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1.
http://www.thereadingmatrix.org/articles/Bell-reading.htm
Brown, R. (2000). Extensive reading in the EFL class: Extensive reading in practical colloquieum. Shizuoka.
Caraway, T. (1994). A study of the relation of story telling abilities and reading comprehension in fourth and sixth grade AfricanAmerican children.
University of Oklahoma Health Sciences Center.
Cho, K–S., & Krashen, S. D. (1994). Acquisition of vocabulary from the sweet valley kids series: Adult SL acquisition. Journal of Reading, 37, 662-667.
Constinto, R. (1995). Learning to read in a second language doesn’t have to hurt: The effect of pleasure reading. Journal of Adolescent & Adult Literacy, 39, 68-69.
Crevola, Carmel, and Mark Vineis. (2005). Let's talk about it. Research and background information on teaching oral language. NY MONDO Publishing.
Dao, T. N. (2014). Using internet resources for extensive reading in an EFL context. Hawaii Pacific University TESOL Working Paper Series, 12, 72-95.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a foreign language, 14, 136–141.
Davis, C. (1995). Extensive reading: and expensive extravagance. ELT Journal, 49, 329-335.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411.
Felten, P. (2008). Visual literacy. Change: The magazine of higher learning 40(6), 60-64
Gallagher, G. (2005). Tell me a story: Developmentally appropriate retelling strategies. Library Media Connection, 23(7), 101.
Gallets, Matthew P. (2005). Storytelling and story reading: A comparison of effects on children's memory and story comprehension. Electronic theses and dissertations.
Golden, J. (1981). Children's concept of story in reading and writing. The Reading Teacher, 37, 578-593.
Grabe, W. (2009). Reading in a second language: moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. (2nd ed.).Pearson Education.
Hafiz, F., & Tudor, I. (1989). Extensive reading and the development of reading skills. ELT Journal, 43(1), 4-11.
Hafiz, F. M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30, 114-132.
Hedge, T. (1985). Using readers in language teaching. Modern English Publications.
Hetzroni, O. E. (2004). AAC and literacy. Disability & Rehabilitation, 26(21/22), 1305- 1312.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355–382.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign language, 20, 70–91.
Krashen, S. D. (1993). The power of reading: Insight from the research. Libraries Unlimited.
Lai, F-K. (1993). The effect of a summer reading course on reading and writing skills. System, 21, 87-100,
Laughton, J. & Morris, N. (1989). Story grammar knowledge of learning disabled students. Learning Disabilities Research, 4(2), 87-95
Lidle. R. L. (2014). Learning to retell stories through comparative teaching: writing and drawing. Theses and Dissertations--Art & Visual Studies.
Loucky, J. P. (2005). Finding better ways to systematically maximize lexical acquisition byusing a Depth of Lexical Processing Taxonomy, CALL resources, and effective strategies. CALICO Journal, (1), 22-23.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4), 763-768.
MacDonald, M. (1993). The Storytellers Start-Up Book. August House.
Maguire, J. (1985). Creative Storytelling. McGraw Hill Book Company.
Malmeer. E. & Araghi. S. M. (2013). The impact of extensive reading programs on the pronunication accuracy of F learners at basic levels. Theory and Practice in
Language Studies, 3(8), 1434-1439.
Manson, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21, 13-16.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied Linguistics. (3rd ed.). Pearson Education.
Robb, T. N., & Susser, B. (1989). Extensive reading vs skills building in an EFL context. Reading in a Foreign Language, 5, 239-351.
Robertson, L., Dow, G., & Hainzinger, S. (2006). Story retelling patterns among children with and without hearing loss: effects of repeated practice and parent-child attunement. Volta Review, 106(2), 147-170.
Sheu, S. P-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter 36(2), 8-26.
Soundy, C. S., Guha, S., & Qiu, Y. (2007). Picture power: Placing artistry and literacy on the samepage. Young Children, 62(3), 82-88.
Stadler, M. A., & Ward, G. C. (2010). The effect of props on story retells in the classroom. Reading Horizons, 50(3), 169-192.
Strong, C.J. & Hoggan, K. (1996). The magic of stories. Thinking Publications.
Swain. M. (1995). Three functions of output in second language learning. Oxford University Press.
Tsang, W. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17, 210–233.
Wellhousen. K. (1993). Eliciting and Examining Young Children's Storytelling. Journal of Research in Chilhood Education. 7(2), 62-66
Zhang. Y. (2009). Reading to speak: Integrating oral communication skills. English Teaching Forum.
reading comprehension of Saudi elementary stage students. Journal of King Saud University–Languages and Translation 2(23), 69–76. doi: 10.1016/j.jksult.2011.04.001
Applebee, A. (1978). The child’s concept of story. University of Chicago Press.
Association of American Colleges and Universities report. (2002). Greater expectations: A new
vision for learning as a nation goes to college. Association of American Colleges and Universities.
Bright, J. A., & McGregor, G. P. (1977). Teaching English as a second language. Longman.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1.
http://www.thereadingmatrix.org/articles/Bell-reading.htm
Brown, R. (2000). Extensive reading in the EFL class: Extensive reading in practical colloquieum. Shizuoka.
Caraway, T. (1994). A study of the relation of story telling abilities and reading comprehension in fourth and sixth grade AfricanAmerican children.
University of Oklahoma Health Sciences Center.
Cho, K–S., & Krashen, S. D. (1994). Acquisition of vocabulary from the sweet valley kids series: Adult SL acquisition. Journal of Reading, 37, 662-667.
Constinto, R. (1995). Learning to read in a second language doesn’t have to hurt: The effect of pleasure reading. Journal of Adolescent & Adult Literacy, 39, 68-69.
Crevola, Carmel, and Mark Vineis. (2005). Let's talk about it. Research and background information on teaching oral language. NY MONDO Publishing.
Dao, T. N. (2014). Using internet resources for extensive reading in an EFL context. Hawaii Pacific University TESOL Working Paper Series, 12, 72-95.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a foreign language, 14, 136–141.
Davis, C. (1995). Extensive reading: and expensive extravagance. ELT Journal, 49, 329-335.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411.
Felten, P. (2008). Visual literacy. Change: The magazine of higher learning 40(6), 60-64
Gallagher, G. (2005). Tell me a story: Developmentally appropriate retelling strategies. Library Media Connection, 23(7), 101.
Gallets, Matthew P. (2005). Storytelling and story reading: A comparison of effects on children's memory and story comprehension. Electronic theses and dissertations.
Golden, J. (1981). Children's concept of story in reading and writing. The Reading Teacher, 37, 578-593.
Grabe, W. (2009). Reading in a second language: moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. (2nd ed.).Pearson Education.
Hafiz, F., & Tudor, I. (1989). Extensive reading and the development of reading skills. ELT Journal, 43(1), 4-11.
Hafiz, F. M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30, 114-132.
Hedge, T. (1985). Using readers in language teaching. Modern English Publications.
Hetzroni, O. E. (2004). AAC and literacy. Disability & Rehabilitation, 26(21/22), 1305- 1312.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355–382.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign language, 20, 70–91.
Krashen, S. D. (1993). The power of reading: Insight from the research. Libraries Unlimited.
Lai, F-K. (1993). The effect of a summer reading course on reading and writing skills. System, 21, 87-100,
Laughton, J. & Morris, N. (1989). Story grammar knowledge of learning disabled students. Learning Disabilities Research, 4(2), 87-95
Lidle. R. L. (2014). Learning to retell stories through comparative teaching: writing and drawing. Theses and Dissertations--Art & Visual Studies.
Loucky, J. P. (2005). Finding better ways to systematically maximize lexical acquisition byusing a Depth of Lexical Processing Taxonomy, CALL resources, and effective strategies. CALICO Journal, (1), 22-23.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4), 763-768.
MacDonald, M. (1993). The Storytellers Start-Up Book. August House.
Maguire, J. (1985). Creative Storytelling. McGraw Hill Book Company.
Malmeer. E. & Araghi. S. M. (2013). The impact of extensive reading programs on the pronunication accuracy of F learners at basic levels. Theory and Practice in
Language Studies, 3(8), 1434-1439.
Manson, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21, 13-16.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied Linguistics. (3rd ed.). Pearson Education.
Robb, T. N., & Susser, B. (1989). Extensive reading vs skills building in an EFL context. Reading in a Foreign Language, 5, 239-351.
Robertson, L., Dow, G., & Hainzinger, S. (2006). Story retelling patterns among children with and without hearing loss: effects of repeated practice and parent-child attunement. Volta Review, 106(2), 147-170.
Sheu, S. P-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter 36(2), 8-26.
Soundy, C. S., Guha, S., & Qiu, Y. (2007). Picture power: Placing artistry and literacy on the samepage. Young Children, 62(3), 82-88.
Stadler, M. A., & Ward, G. C. (2010). The effect of props on story retells in the classroom. Reading Horizons, 50(3), 169-192.
Strong, C.J. & Hoggan, K. (1996). The magic of stories. Thinking Publications.
Swain. M. (1995). Three functions of output in second language learning. Oxford University Press.
Tsang, W. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17, 210–233.
Wellhousen. K. (1993). Eliciting and Examining Young Children's Storytelling. Journal of Research in Chilhood Education. 7(2), 62-66
Zhang. Y. (2009). Reading to speak: Integrating oral communication skills. English Teaching Forum.
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Published
2021-12-17
How to Cite
Kamhanpon, N., & Chinokul, S. (2021). The Relationship of Extensive Reading as a School’s Extracurricular Activity and the Students’ Ability to Perform Storytelling in English: A Case Study of Phraharuthai Donmuang School. An Online Journal of Education, 16(2), OJED1602054 (15 pages). Retrieved from https://so01.tci-thaijo.org/index.php/OJED/article/view/253319
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