Practice of Extensive Reading Activities Using Composition in a Pre-advanced Japanese Class

Abstract

This paper reports on the outline and effects of a "reading activities activity using compositions" that was implemented in a pre-advanced Japanese class. By using compositions written by classmates as reading material, readers became more interested in the content and were able to read at a moderate level of difficulty. In addition, some students commented that they were more motivated to learn writing after having their own compositions read, indicating that this activity was somewhat effective in promoting motivation among learners.