In consideration for the affective

In consideration for the affective benefit of extensive reading, it seems that the only member of the intended treatment group to have expressed a very favorable opinion of extensive reading was Taiwanese female. As for Saudi Arabian male 2, to say that he found favor with reading extensively is essentially tautological, since he did so entirely on his own initiative and unbeknownst to the researcher. These findings support Day and Bamford’s Top Ten Principles for Extensive Reading (2002), which generally hold that extensive reading – when implemented correctly – relies heavily on the initiative of the
student and should be free from any coercion and compulsion from the teacher in order to force students to read. What these findings may suggest is that the more intrinsically motivated a given language learner is to read in the target language, the more likely extensive reading is to be successfully implemented. Forcing students to read is unlikely to help. Therefore, as teachers of L2 reading, we must consider each of our students for the individuals they are, and foster their initiative by encouraging them to pursue their own unique academic interests.