THE IMPACT OF EXTENSIVE READING ON VOCABULARY ACQUISITION AND READING FLUENCY
Keywords:
extensive reading, vocabulary acquisition, reading fluency, incidental learning, EFL learners, graded readersAbstract
Extensive reading (ER) — the practice of reading large quantities of easy, self-selected material for general meaning and enjoyment — has long been proposed as an effective complement to intensive reading instruction in EFL contexts. This article examines the impact of extensive reading on two closely related outcomes: vocabulary acquisition and reading fluency. Drawing on Krashen’s Input Hypothesis and research on incidental vocabulary learning, the article discusses how repeated exposure to words in varied, meaningful contexts through extensive reading supports the gradual, incidental acquisition of vocabulary, including word meaning, collocation, and usage. It further explores how sustained engagement with graded and authentic texts contributes to reading fluency by strengthening word recognition automaticity, increasing reading rate, and improving overall reading comprehension. The article concludes by outlining practical considerations for implementing extensive reading programs in EFL classrooms, including the selection of graded readers, the use of free voluntary reading time, and the role of the teacher in guiding and monitoring learner progress.
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