Abstract
In recent years, researchers have rapidly conducted some studies intended for learners who participate in extensive reading (ER) activities in Japanese. However, it is necessary to focus on the supporters— such as teachers—of ER activities. This study evaluated such support before starting the first activity, and reported a case of a startup seminar for graduate students and teachers at a foreign university. The author conducted a post-seminar questionnaire survey and clarified their perceptions of ER. Based on the analysis, the author discusses not only how to encourage the supporters of ER sessions but also issues relevant for future research.
