Abstract
Action research is an effective tool for improving classroom teaching. In this study, the authors introduced an extensive reading program in English language classes at the university level. They attempted to improve teaching practices by verifying the effects of the program, using both quantitative and qualitative data analysis, through an action research project. The project was conducted in three classes taught by the first author at a private university in western Japan throughout an academic year. Two cycles of the action research were implemented, and each cycle included 12-week teaching practices. A separate set of hypotheses for each cycle was formulated on the basis of the results of the preliminary investigation, classroom observation, verification of previously formed hypotheses, and literature review. Only once in each cycle, slight changes were made to teaching practices at the halfway point, on the basis of students' reactions to the instruction. This study reports the processes and results of our yearlong action research project. Moreover, based on the results, the usefulness and challenges of action research are discussed.
