Use of Classroom Library to Promote Extensive Reading: A Classroom Action Research.

Abstract

Extensive reading is widely recognized as an effective approach for developing reading fluency, vocabulary, comprehension, and positive reading habits. In the Nepalese context, however, students' reading is very limited to the prescribed textbooks and shows a lack of interest in voluntary reading. Students may lose the habit of reading due to limited access to reading materials, examination-oriented practices and lack of a strong reading culture in classrooms. This study examined how classroom library practices might be implemented for promoting extensive reading in grade 5 students. Classroom Action Research (CAR) was used in this study, as proposed by Kemmis and McTaggart (1988), it was a cyclic process that involved planning, acting, observing, and reflecting. The study was carried out in a private school in Kathmandu, for 22 grade 5 students for seven weeks. Classroom observation, reflection exercises by students, book logs and reading participation records were used to gather data. This intervention was executed in three cycles of CAR, refining the intervention for each of the cycles based on reflections from the preceding cycle. The results showed that giving students books was not enough to promote reading for pleasure. Student engagement was higher when they were given the choice of books to read based on their interests. The study also revealed that personalized reflection exercises (such as summary writing, illustrations, vocabulary collection, moral lessons, and book review videos) have a significant positive impact on students' textual engagement. The use of book logs and positive reinforcement using the “Reading Star of the Week” helped to foster consistent reading. The classroom library intervention changed the motivational climate, improved students' engagement with reading, promoted learner autonomy and fostered positive reading behaviors among students. Based on this study, it is suggested that classroom libraries become an effective and practical classroom strategy to encourage extensive reading in the English language classroom. It emphasizes the importance of student choice, reflective reading activities, student progress monitoring and recognition systems in the development of students' reading habits. The results can be beneficial for educators, administrators, and policymakers interested in developing instruction that fosters a love of reading in elementary students and provides them with a foundation for ongoing reading habits.