Key Information for Japanese Extensive Reading Support

Abstract

This study investigates which types of information supporters of Japanese extensive reading (ER) consider essential for facilitating ER activities. Online survey responses were gathered from 47 teachers and volunteers who ranked 16 information items drawn from ER handbooks. Overall, reading materials, introductory methods for learners, and the supporter’s role were prioritized. Novice supporters emphasized book acquisition and support formats, while experienced supporters prioritized implementation procedures and practical roles. Lower-ranked items included grading and reading logs, ultimately reflecting low compatibility between ER and formal assessment. The findings inform the design of targeted online resources to support ER implementation.