Ugilkhon Kakilova & Elyanora Menglieva
Abstract
This study reports on an Exploratory Action Research (EAR) project that investigated the use of extensive reading (ER) as a pedagogical approach to support English language learning among teenagers in a state school in Andijan City, Uzbekistan. Departing from Day and Bamford’s classical model, this study implemented a ‘Modified’ ER with ‘Class Reading’ elements. This approach emphasised the provision of level-appropriate reading materials and opportunities for students to freely choose texts to increase their engagement through collaborative discussions and reflective blogging. This pedagogical initiative, introduced gradually with the help of EAR, proved the value of ER for students’ vocabulary expansion and reading comprehension, as well as for their confidence and motivation to read for pleasure. Overall, ER is most effective when supported by access to a wide range of reading materials, combined with structured opportunities for reflection, collaborative sharing, and independent reading beyond the classroom.
Keywords
gamified learning; EMI; EFL motivation; EFL engagement; action research
How to cite (APA)
Kakilova, U., & Menglieva, H. (2026). The power of extensive reading in improving students’ vocabulary and reading skills. ELT Classroom Research Journal, 3(1), 47-58. https://doi.org/10.23350/eltcrj.304
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