EFFECTS OF EXTENSIVE READING ON ENGLISH PROFICIENCY OF THE STUDENTS: BASIS FOR AN INTERVENTION PROGRAM

Abstract

The primary goal of this study is to examine the effects of Extensive Reading (ER) on students' English proficiency. It will serve as the foundation for an intervention program that utilizes the CEFR framework to assess their proficiency levels. This research utilized a quantitative descriptive design, which serves as the foundation for addressing the research questions. Data was collected using the average weighted mean and analyzed through ANOVA and Pearson's correlation coefficient. The study is categorized as non-experimental research, focusing on the collection of quantitative data to statistically evaluate a sample population. The sample consisted of 60 students from grade 11 HUMSS at Immaculada Concepcion College, Sections A through E. Purposive sampling was employed to select participants who could provide valuable insights into the effects of extensive reading on English proficiency. The study examined participants who were actively involved in extensive reading programs. The findings revealed that neither age nor gender significantly impacts students' English proficiency through extensive reading. However, the specific group of students does influence their English proficiency in this context. The implementation of extensive reading for students significantly affects its impact. This study concludes that extensive reading enhances students' English proficiency, and further research is needed for effective implementation.