Extensive Reading Assessments in Reading Classes in General English Programs at University Levels

Abstract

This study has explored how English reading assessments in general English programs are designed and managed, and also explores ideas of implementing an extensive reading approach in classes. For the analysis, the study employs twenty eight instructors teaching readings in general English programs at universities. In the data collection procedure, questionnaires, test analysis, and in-depth interview methods are used. The findings indicate that, although some instructors understand the role of extensive reading, most of the reading tests used in general English reading programs focus on an intensive reading approach, partly due to class sizes and also to practicality matters. The study presents the idea of using online communities and assessments in implementing extensive reading classes in practice.