Main Article Content
Abstract
In this teaching-oriented project, we propose an extensive reading while listening (ERWL) program in which cooperative learning (CL) tasks are also implemented. We believe that by implementing ERWL combined with CL tasks, teachers can invite their learners to improve all four language skills while simultaneously enhancing their motivation for ERWL. We will first explain the benefits of ERWL and CL for second language (L2) learners and then the rationale for combining these two learning methods. Next, we will present CL tasks designed for students to improve all four language skills while doing ERWL.
Keywords
Article Details
Copyright (c) 2023 Kaoru Tsuda, Noriko Muramatsu, Willy A Renandya, George M Jacobs

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree with the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
- Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136–163. https://files.eric.ed.gov/fulltext/EJ815119.pdf
- Chang, A. C.-S. (2009). Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 37(4), 652–663. https://doi.org/10.1016/j.system.2009.09.009
- Chang, A. C-S., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68(1), 31–40. https://doi.org/10.1093/elt/cct052
- Chang, A. C-S., Millett, S., & Renandya, W. A. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3), 422–438. https://doi.org/10.1177/0033688217751468
- Conklin, K., Alotaibi, S., Pellicer-Sánchez, A., & Vilkaitė-Lozdienė, L. (2020). What eye-tracking tells us about reading-only and reading-while-listening in a first and second language. Second Language Research, 36(3), 257–276. https://doi.org/10.1177/0267658320921496
- Day, R., & Robb, T. (2015). Extensive reading. In D. Nunan, & J. C. Richards (Eds.) Language learning beyond the classroom (pp. 3-12). Routledge.
- Ferris, D. R. (2003). Response to student writing: Implications for second language students. Routledge.
- Gobel, P. (2011). The effect of reading while listening on TOEFL gains. Forum of Higher Education Research, 1(1), 44–51. https://ksu.repo.nii.ac.jp/?action=repository_uri&item_id=1694&file_id=22&file_no=1
- Gobel, P., & Kano, M. (2014). Implementing a year-long reading while listening program for Japanese University EFL students. Computer Assisted Language Learning, 27(4), 279–293. https://doi.org/10.1080/09588221.2013.864314
- Jacobs, G. M., & Chau, M. H. (2021). Two approaches for promoting student centered language learning: Cooperative learning and positive psychology. Beyond Words, 9(1), 1–15. https://doi.org/10.33508/bw.v9i1.3042
- Jacobs, G. M., & Farrell, T. S. C. (2012). Teachers sourcebook for extensive reading. Information Age Publishing.
- Jacobs, G. M., & Gallo, P. (2002). Reading alone together: Enhancing extensive reading via student-student cooperation in second-language instruction. Reading Online, 5(6). https://www.researchgate.net/publication/234652426_Reading_Alone_Together_Enhancing_Extensive_Reading_via_Student-Student_Cooperation_in_Second_Language_Instruction
- Jacobs, G. M., & Greliche, N. (2017). Convincing students that their groupmates' success can increase, not diminish, their own success. Insight, 12(2017), 145–157. https://researchonline.jcu.edu.au/50241/3/50241%20Jacobs%20and%20Greliche%202017.pdf
- Jacobs, G. M., & Kimura, H. (2013). Cooperative learning and teaching. TESOL International Association.
- Jacobs, G. M., Power, M. A., & Loh, W. I. (2002). The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Corwin Press.
- Jacobs, G. M., & Renandya, W. A. (2015). Making extensive reading even more student centered. Indonesian Journal of Applied Linguistics, 4, 102–112. https://doi.org/10.17509/ijal.v4i2.691
- Jacobs, G. M., & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1). https://www.readingmatrix.com/articles/jacobs_small/article.pdf
- Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
- Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
- Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge.
- Pamuji, K. D., Waring, R., & Kurniawan, E. (2019). EFL teachers’ experiences in developing L2 proficiency through extensive listening. TEFLIN Journal, 30(2), 257–273. http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273
- Renandya, W. A., & Farrell, T. S. (2011). ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
- Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards & W. A. Renandya, (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295–302). Cambridge University Press.
- Ro, E. (2019). How learning occurs in an extensive reading book club: A conversation analytic perspective. Applied Linguistics, 40(1), 152–175. https://doi.org/10.1093/applin/amx014
- Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003
- Stephens, M., & Aoki, Y. (2021). Student difficulties when reading-while-listening. Extensive Reading in Japan, 14(1), 7–9. https://hosted.jalt.org/er/sites/jalt.org.er/files/ERJ/erj_issue_14.1.pdf
- Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44–63. https://doi.org/10.3138/cmlr.58.1.44
- Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Lawrence Erlbaum.
- Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 99–118). Longman.
- Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 3218–3225). Wiley-Blackwell.
- Tragant, E., & Vallbona, A. (2018). Reading while listening to learn: Young EFL learners’ perceptions. ELT Journal, 72(4), 395–404. https://doi.org/10.1093/elt/ccy009
- Waring, R. (2023) Extensive reading. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 384–394). Routledge.
- Woodall, B. (2010). Simultaneous listening and reading in ESL: Helping second language learners read (and enjoy reading) more efficiently. TESOL Journal, 1(2), 186–205. https://doi.org/10.5054/tj.2010.220151
References
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136–163. https://files.eric.ed.gov/fulltext/EJ815119.pdf
Chang, A. C.-S. (2009). Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 37(4), 652–663. https://doi.org/10.1016/j.system.2009.09.009
Chang, A. C-S., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68(1), 31–40. https://doi.org/10.1093/elt/cct052
Chang, A. C-S., Millett, S., & Renandya, W. A. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3), 422–438. https://doi.org/10.1177/0033688217751468
Conklin, K., Alotaibi, S., Pellicer-Sánchez, A., & Vilkaitė-Lozdienė, L. (2020). What eye-tracking tells us about reading-only and reading-while-listening in a first and second language. Second Language Research, 36(3), 257–276. https://doi.org/10.1177/0267658320921496
Day, R., & Robb, T. (2015). Extensive reading. In D. Nunan, & J. C. Richards (Eds.) Language learning beyond the classroom (pp. 3-12). Routledge.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Routledge.
Gobel, P. (2011). The effect of reading while listening on TOEFL gains. Forum of Higher Education Research, 1(1), 44–51. https://ksu.repo.nii.ac.jp/?action=repository_uri&item_id=1694&file_id=22&file_no=1
Gobel, P., & Kano, M. (2014). Implementing a year-long reading while listening program for Japanese University EFL students. Computer Assisted Language Learning, 27(4), 279–293. https://doi.org/10.1080/09588221.2013.864314
Jacobs, G. M., & Chau, M. H. (2021). Two approaches for promoting student centered language learning: Cooperative learning and positive psychology. Beyond Words, 9(1), 1–15. https://doi.org/10.33508/bw.v9i1.3042
Jacobs, G. M., & Farrell, T. S. C. (2012). Teachers sourcebook for extensive reading. Information Age Publishing.
Jacobs, G. M., & Gallo, P. (2002). Reading alone together: Enhancing extensive reading via student-student cooperation in second-language instruction. Reading Online, 5(6). https://www.researchgate.net/publication/234652426_Reading_Alone_Together_Enhancing_Extensive_Reading_via_Student-Student_Cooperation_in_Second_Language_Instruction
Jacobs, G. M., & Greliche, N. (2017). Convincing students that their groupmates' success can increase, not diminish, their own success. Insight, 12(2017), 145–157. https://researchonline.jcu.edu.au/50241/3/50241%20Jacobs%20and%20Greliche%202017.pdf
Jacobs, G. M., & Kimura, H. (2013). Cooperative learning and teaching. TESOL International Association.
Jacobs, G. M., Power, M. A., & Loh, W. I. (2002). The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Corwin Press.
Jacobs, G. M., & Renandya, W. A. (2015). Making extensive reading even more student centered. Indonesian Journal of Applied Linguistics, 4, 102–112. https://doi.org/10.17509/ijal.v4i2.691
Jacobs, G. M., & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1). https://www.readingmatrix.com/articles/jacobs_small/article.pdf
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge.
Pamuji, K. D., Waring, R., & Kurniawan, E. (2019). EFL teachers’ experiences in developing L2 proficiency through extensive listening. TEFLIN Journal, 30(2), 257–273. http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273
Renandya, W. A., & Farrell, T. S. (2011). ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards & W. A. Renandya, (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295–302). Cambridge University Press.
Ro, E. (2019). How learning occurs in an extensive reading book club: A conversation analytic perspective. Applied Linguistics, 40(1), 152–175. https://doi.org/10.1093/applin/amx014
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003
Stephens, M., & Aoki, Y. (2021). Student difficulties when reading-while-listening. Extensive Reading in Japan, 14(1), 7–9. https://hosted.jalt.org/er/sites/jalt.org.er/files/ERJ/erj_issue_14.1.pdf
Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44–63. https://doi.org/10.3138/cmlr.58.1.44
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Lawrence Erlbaum.
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 99–118). Longman.
Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 3218–3225). Wiley-Blackwell.
Tragant, E., & Vallbona, A. (2018). Reading while listening to learn: Young EFL learners’ perceptions. ELT Journal, 72(4), 395–404. https://doi.org/10.1093/elt/ccy009
Waring, R. (2023) Extensive reading. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 384–394). Routledge.
Woodall, B. (2010). Simultaneous listening and reading in ESL: Helping second language learners read (and enjoy reading) more efficiently. TESOL Journal, 1(2), 186–205. https://doi.org/10.5054/tj.2010.220151