Research Title: Investigating the Impact of Extensive Reading Program on Essay Writing

Quality of Benito Soliven National High School Grade 10 Students

According to the researchers’ personal experience and observation, many professors express
frustration with their students’ inability to logically organize their thoughts, lack of pertinent
information to address the topics they have been given, poor vocabulary, grammatical and
spelling errors, and writing patterns (the narration and description patterns typically
predominate). The inability to write well is another issue raised by BSNHS students. Researchers
have found that the majority of students receive inadequate results on their writing tests.
Consequently, there is a need to look into this issue (the learners’ incapacity to write effectively)
that English language teachers at Benito Soliven National High School in District 2 in Benito
Soliven, Isabela must deal with and find answers for. The researchers also provide a method for
improving learners’ writing skills. They think that using in-depth reading can play a big part in
helping students improve their writing abilities.
The researchers have found that most learners are unaware of how reading can actually improve
writing. Hence, the researchers aims to investigate the impact of extensive reading on students’
essay writing quality.
Importance of the study
Different methods are frequently employed by teachers in language classes to aid learners in
honing their language skills. It is generally suggested in educational literature to employ
extensive reading to improve writing performance, and its application in foreign language
classrooms has drawn the attention of many educators and researchers ( Abou Baker,
1996;Khater, 2002; Helal, 2003; and Bakir, 2004.) Many educators may be unwilling to approve
the use of a new instructional technology in the contemporary context of research-based
practices unless those impacts have been clearly illustrated through quantitative study. This study
investigating the Impact of extensive reading on students’ essay writing quality have been an
issue that previous studies conducted in different countries, did not completely addressed. Many
educators may be unwilling to approve the use of a new instructional technology in the
contemporary context of research-based practices unless those impacts have been clearly
illustrated through quantitative study. This is the first attempt, to the best of the researchers’
knowledge, to ascertain whether or not the extensive reading program benefits Benito Soliven
National High School students’ writing quality. It hoped that as a result:
 The ability to produce meaningful essays will be demonstrated by the students, and the
reading program may aid in tracking their development in the aforementioned skill as
well as in the writing sub-skills of statement of purpose, validity,
consistency, clarification, quantity, oneness, word choice, and grammar.
 It will assist researchers interested in the educational process in learning more about in-
depth reading and its impact on writing ability and how to enhance it over time.
  It might promote additional study, which might enrich the field of extensive reading and
its effects on writing proficiency in general and language teaching and learning in
particular.
 It will assist teachers in better comprehending the problem and incorporating it into their
general lesson plans and writing classes in particular.
 The results of this study may be able to change students’ perspectives on the value of
reading in order to enhance their writing abilities.
 The study’s findings might be useful to show learners the challenges they might
encounter when trying to write without the habit of reading and inspire them to do so.
Objective of the Study
This study focuses on Investigating the Impact of Extensive Reading Program on Essay Writing
Quality of Benito Soliven National High School Grade 10 Students. Specifically, it aims to
answer the following question:
 Is there a highly significant difference between the outputs of the controlled group and
that of uncontrolled group from the educational intervention?