Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Abstract

To promote the development of students’ reading literacy and learning skills in the k-12 setting, this study introduced an online extensive reading (ER) environment with self-directed learning (planning, monitoring, reflection) and social (discussion forum participation) support. This study aimed to examine whether planning behavior and discussion forum participation were associated with English learning performance over one school year in the online ER environment. Mediation analysis indicated that the ER engagement (i.e., e-book reading amount) partially mediated the effect of planning behavior on English performance, and the ER engagement fully mediated the effect of discussion forum participation on English performance. To follow up, the study investigated high and low English proficiency students and the effect of their ER engagement on English reading speed and learning performance. A within-group comparison revealed that high English proficiency students with high ER engagement gained reading speed significantly faster than those with low ER engagement; however, the difference in their English performance was not significant. For the low English proficiency students, there was no significant difference in their reading speed between high and low ER engagement groups, but high ER engagement students achieved significantly higher English performance than those with low ER engagement. These findings contribute to the understanding of the role of self-directed learning behavior and social behavior on reading engagement and how it affects English learning performance for high and low English proficiency students over a long-term duration.