Scoring the Number of Texts Read and Learner Perceptions in Japanese Extensive Reading

Abstract

This study examined how scoring the number of texts read in graded assessments affected learner perceptions in Japanese extensive reading classes. Using qualitative analysis, three learner types were identified: those who reached targets despite psychological pressure, those who achieved them through routinized habits, and those who prioritized other activities or personal fulfillment over reading quantity. The results suggested that numerical goals can foster habits but also cause mental burdens. A balanced assessment design and continuous support are necessary to sustain learner motivation while reducing pressure.