The purpose of this study is to address common misconceptions surrounding extensive reading (ER) and ER programs. These misunderstandings can be summarized in three key points: 1) the confusion between ER and speed reading, 2) the misunderstanding of school-based ER programs for an ER exercise as self-study at home, and 3) the misinterpretation of ER’s goals. While many English teachers and researchers in English education mistakenly perceive ER as a speed-reading exercise solely aimed at enhancing learners’ fluency, this study aims to clarify that an ER program can be designed to encourage learners to engage with English books to become autonomous readers. Here, a qualitative research design was employed to dispel these misconceptions. A total of 1,176 comments were collected from 42 participants regarding their reading experiences in a 10-month ER program conducted at a private university in Japan. These comments were then analyzed thematically, utilizing a narrative approach. Simultaneously, a quantitative survey was conducted for triangulation. The results reveal that the participants engaged in profound and recurrent reflection on what books to read and how to enjoy reading in English throughout the program. Furthermore, the findings suggest that this ER program, in which an experienced ER instructor introduced multiple reading strategies to promote participants' autonomous reading for pleasure, positively changed the learners' attitudes toward reading.
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