Abstract
Extensive reading is generally considered as input learning by reading. However, as extensive reading is not believed to enhance a class's comprehensive learning effect unless accompanied with output after reading, ways for extensive reading to lead to output must be considered. Therefore, in this research, an extensive reading class with output is implemented and those results are examined to develop a curriculum design for an extensive reading class. As a result, learners are observed to learn using metacognitive strategies through repeating various output activities. Thus, an extensive reading class with output is assumed to provide a high learning effect to learners.
