Abstract
The authors conducted a reading class in which students read one paperback book in one term. Of the 10 undergraduate students in the class, half faced three major difficulties in reading the book by themselves: selecting a book suited to their interests, planning their reading time, and writing summaries in Japanese. The authors determined that they needed to clarify the aim of the task for the students and revise their approach to checking students' understanding of the books that they had read and were expected to summarize.
