Integrating Extensive Reading into Self-Access Learning : Fostering Autonomy and Motivation
Year: 2026
Type: article
Abstract: This paper explores the integration of extensive reading (ER) within a self-access learning (SAL) environment at Tokai University, focusing on fostering learner autonomy and sustaining motivation through physical and online tools.Drawing on classroom experience, observations, and autonomy-supportive pedagogy, it examines how a welldesigned ER program supported by tools such as MReader for progress tracking and goal setting can enhance language proficiency and promote self-directed learning.Key elements include goal setting, reflection, and peer sharing.The paper also considers the ER environment's impact on learners' affective engagement and their willingness to take ownership of learning beyond the classroom.Challenges such as varying engagement levels are addressed with practical strategies for scaffolding autonomy.This report combines teaching experience with relevant literature, offering insights for broader ER implementation in SAL contexts.These insights can inform the design of ER programs in SAL contexts, particularly where sustaining motivation beyond coursework is a challenge.Overall, the paper argues that when embedded meaningfully in SAL settings, ER not only improves language proficiency but also creates opportunities for reading to become a habit.
Author: Cheetham, Catherine
Institution: Tokai University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7143972643
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