Extensive reading (ER) is proved to be an effective approach for Japanese engineering students to improve fluency in English. But it is only effective in limited conditions, and the condition in English as a foreign language (EFL) settings is widely different from English as the second language (ESL) settings, where former ER programs are conducted. This article focuses on the critical factors that separate successful ER programs in EFL settings from failure, based on the authors’ experiences of conducting a 5-year-long ER program. In a long-term sustained silent reading (SSR) program that guides students to start reading from simple stories (SSS) , reluctant EFL learners have the maximum opportunity to improve their English fluency to the required level for novice engineers.
