A review: A Blended Extensive Reading and Intensive Reading Activity

By : Dung Thi Thanh Do

Reading is an activity that can broaden a person's understanding of current

events as well as introduce new language. Recognizing the value of reading, several

collages include it as a subject. Extensive and intensive reading instruction are the

two types of reading instruction. In some circumstances, the terms extensive and

intensive are not interchangeable. Extensive Reading (ER) is described in a variety

of ways, and finding a single definition that encompasses all of the fundamental

features of ER is not always straightforward. This is especially evident when ER is

defined in relation to a specific research topic. Researchers frequently define ER in

ways that are tailored to the goals and circumstances of their particular research.

While Intensive Reading (IR) is the most commonly taught method of teaching

reading, a review of the literature reveals that most ER definitions include at least

three elements that most ER scholars consider crucial when discussing the concept:

amount of reading, focus on meaning and general understanding, and faster reading

rate. As a result, in terms of increasing pupils' knowledge, ER is more significant

than IR. As a result, some scholars advocate for a blended approach to teaching

reading.

Dung Thi Thanh Do conducted a study in Vietnam called A Blended Extensive

and Intensive Reading Activity. Reading, according to Dung (2017), is vital for

broadening knowledge and acquiring languages. Despite the fact that Vietnamese

students generally score higher on English reading tests than on other skills, he

believes that pupils' poor enthusiasm to read and their lack of general prior

knowledge are evident. Dung (2017) said that the process is consisted of four
stages: choosing news, summarizing, making a glossary and presenting. The activity

is designed with an aim of establishing the reading habit for learners to widen their

knowledge and learn the target language simultaneously. As previously said, it is

unlikely to create a reading habit in this manner, but it does assist kids in learning

how to read well on their own. Participants will learn how to use a multi-purpose

reading activity on their own or in the classroom.

Similar activities have been carried out in my teaching practise. Take, for

example, the work done outside of class. My pupils will be permitted to chose

suitable reading resources and read for gist the majority of the time. For my part, I

agree with the researcher that the key to this strategy is allowing students to choose

what they want to read. Students are more inclined to read materials that are of

interest to them. It makes sense for kids to be able to choose what they want to read,

when they want to read it, and where they want to read it. This technique will allow

me to see the results, particularly when the student was requested to write down 3-5

new terms or patterns, write a summary of the material, and express their own view

on the subject. I agree that composing a summary is a difficult task. Extensive

Reading, according to Graham Stanley, entails pupils reading long texts or

significant amounts of text for general learning with the goal of appreciating the

books. It means that students are free to choose their own topic that they believe will

be interesting to debate. In this situation, the students must also locate supporting

articles on the issue in order to get background knowledge and gain a better

understanding of the topic they have chosen. It differs from Intensive Reading, which

does not allow students to choose a topic that interests them. The teacher selects

the topic. Students also do not need to hunt for supporting materials because the

teacher usually chooses a topic that is short and easy to understand.

 For in-class work, students will be requested to provide a short presentation

on the topic they have read each week, similar to the researcher. They must

summarise the book and express their opinions on the subject. Students will get

understanding of proper preparation, self-reliance, and autonomy, according to me,

by giving a short presentation. Obviously, giving a short presentation is a difficult

undertaking, which may deter pupils from enjoying their reading. The pupils' activities

in Extensive Reading is more sophisticated than in Intensive Reading. After reading

an article or paragraph in Extensive Reading class, students are frequently asked to

write a summary. As we all know, creating a summary is a difficult task. It gives

students complete control over both the main factual and fictitious content of an

article/book, as well as the syntax and vocabulary used to express it (Bell, 1998). In

addition, the students will give a brief presentation about what they have read.

Students will gain knowledge about proper preparation, self-reliance, and autonomy

by giving a short presentation (Bell, 1998). Instead of writing a summary or giving a

presentation, students in Intensive Reading are required to answer some questions

on the topic that the teacher has provided. Usually, all of the answers are available

on the text, so that the students only rewrite it.

Finally, I agree that teacher roles are critical. The teacher's instructions,

particularly on how to choose the correct materials, will be extremely helpful in

completing various tasks, particularly those that require pupils to gather information.

To aid my students in accomplishing their assignments, I may assist them in

selecting appropriate reading material that is both fascinating and easy for the first

few weeks. As the teacher, I prepare an example report based on the news my

pupils read so that they understand how things function and what they should do

next. For me, my students need to know that student’s personal experiences of what
they read especially after they found the enjoyable material or interesting. As a

teacher I will give feedback to acknowledge my students’ efforts.

Finally, Extensive Reading can widen students' understanding more than

Intensive Reading by requiring them to engage in complicated activities. Students in

Extensive Reading compose summaries and discuss their findings, reducing the

need of dictionaries. Students' activities in Intensive Reading, on the other hand, are

more limited. The activities are solely dependent on the teacher's direction. This type

of activity will not motivate students to test their talents; they will not be able to widen

their knowledge as effectively as they would in Extensive Reading. As a result,

combining these two strategies may help some students overcome their reading

difficulties.