Abstract
Using interview analysis, this study investigates the teacher’s expectations and challenges in implementing extensive reading (ER). The teacher views ER as distinct from traditional reading instruction, and hopes that it can foster reading habits and a multifaceted view of Japanese reading proficiency. The teacher favors a model that combines autonomous reading with book sharing for progress monitoring. However, this research identifies a key need: developing systems within reading clubs that enable transformative changes in learners’ awareness through ER. Thus, while ER offers pedagogical potential, its success depends on structured support that encourages reflection and sustained engagement among learners.
https://ror.org/05qh38f12 
