The 2nd Annual Extensive Reading Symposium
Saturday- November 14th.
Sookmyung University Centennial Bldg, Seoul.
The KOTESOL Extensive Reading Special Interest Group is proud to announce the 2nd Annual Extensive Reading Symposium, to be held on November 14th at Sookmyung University in Seoul, Korea.
Keynote Speaker
Professor Marc Helgesen,
Miyagi Gakuin Women's College, Sendai, Japan
Plenary Speakers
 |  |
Dr. Rob Waring, Notre Dame Seishin University | Dr. Kim, Jeong-Ryeol Korea National University of Education |
Featured Speaker: Thomas Robb, Kyoto Sangyo University
Commercial Presentation: Sam Lee, Pearson Longman
Extensive reading, the practice of improving reading and general language skills through extensive exposure to comprehensible and enjoyable texts, has experienced substantial growth in Korea over the past few years. The Extensive Reading Symposium is a day-long event designed to promote extensive reading through providing a forum to present research and share ideas on how to apply extensive reading in the language classrooms of Korea. This year, we are fortunate to have the accomplished scholars Marc Helgesen, Rob Waring, Kim, Jeong-reol and Tom Robb speaking at the event.
The event will run from 9:30 AM to 6 PM, and is composed of over 15 presentations.
Prices are as follows:
- Cost at the door (member or non-member): 20,000 won
- Full-time Undergraduate and graduate students: 5,000 won
List of Presenters and Presentations
Marc Helgesen:
- Keynote - ER: Extensive reading, effective reading.
- Workshop - Guided journeys: a different sort of reading task.
Rob Waring: Promoting extensive reading
Kim, Jeong-Ryeol: A Meta-study of Extensive Reading in Korean Classroom
Thomas Robb: The MoodleReader Module
Sam Lee: A Reader for Everyone
Gwen Atkinson: Using songs and Youtube videos for language development
Ann Flanagan: Snapshot of 3-year ER program
Adriane Geronimo: Academic vocabulary acquisition through extensive reading of children’s literature by adult learners
Amanda Gillis-Furutaka: The MoodleReader Module: Student and Teacher Perspectives
Yunji Ha: How to help university students become lifelong readers in Korean EFL context
Aaron Jolly and Scott Miles: ER Workshop: Setting up and Running an extensive reading program
Preet Madan: Curriculum innovation- ‘Integration through extensive reading’
Scott Miles: Introduction to Extensive Reading
Mike Misner: Timed repeated retelling the 4,3,2 activity vs. the 2,3,4 activity: similarities and differences
Rocky Nelson: An example of a successful extensive reading course at the tertiary level
Young-min Park: Setting up an Extensive Reading at a public school: Get Your Horse to Drink Water
Pisit Puangmaliwan: Utilization of ER to enhance reading comprehension, vocabulary retention, and reading attitudes
Presentation Abstracts
Keynote Presentation:
Marc Helgeson - Extensive reading, effective reading
Reading is the magic skill. When taught effectively, it increases not only reading ability but, because of improvements in vocabulary and language fluency, listening and speaking ability goes up, too. So does motivation. Any reading program needs balance. In too many programs, there is an over emphasis on accuracy and testing, usually of lower-level comprehension skills such as literal understanding. There is too little focus on higher-level processing and on reading fluency. This hands-on session will explore extensive reading (ER), reasons to do it and ways of having students report on their reading that appeal to different learning styles/ intelligence.
Plenary Sessions:
Rob Waring - Promoting extensive reading
Not everyone either knows about, or is convinced of the need for Extensive Reading and Extensive Listening. This presentation will set out some of the ways that we collectively can promote ER and EL successfully. The presentation will open by looking at various types of ER/EL that different programs might adopt to suit their needs. This will be followed by examining how each of these types can fit a particular type of curriculum. Then, some arguments will be presented to counter common reasons for not doing ER/EL. The presentation will close by presenting a schematic that helps us identify language programs ready for ER/EL and sets out some guidelines for the participants to help non-ER/EL programs adopt ER/EL.
Jeong-ryeol Kim - A Meta-study of Extensive Reading in Korean Classroom
Extensive Reading (ER) has been acknowledged to be instrumental in learning a target language because of its authenticity in reading behavior. People read to get information and/or to have fun, and language learners engaging in extensive reading do the same. In the process learners’ language become more fluent and their literacy skills develop in their reading comprehension and reading speed. ER has been generally recognized as a self-paced and self-directed activity without teacher’s intervention. However, reading in a foreign language needs to get across a threshold and teachers play important roles in directing and managing ER programs to lead students to the threshold. The meta-study featured in this presentation can be summed up by the two criteria used in choosing ER program research studies to be incorporated into the meta-study: First, the scope of the studies chosen included extensive reading research in Korea and, second, the ER programs for which studies were undertaken were classroom-based. Findings of the studies supported the notion that ER in the Korean classroom will contribute to students reading ability and also overall language development. Particularly, gains in reading comprehension, reading speed, vocabulary and even listening comprehension were reported among the various findings.
Featured Speaker:
Thomas Robb - The MoodleReader module
The MoodleReader module has been designed by the presenter to allow teachers around the world to assess their students' understanding of the graded readers and other books that they have read as part of an extensive reading program. Quizzes are available on nearly 500 books and can be downloaded from a central site once the MoodleReader module has been installed in the local Moodle server. The software module and the quizzes are available free of charge. For those who do not have a local Moodle server, classes can be set up on an outside server funded by the MoodleReader initiative.
This system was first used in April 2008 with English language majors at one university in Japan, but has now been extended as a mandatory component in the general education English curriculum with over 2500 students. A growing number of other universities and secondary schools around the world are also using the program.
This presentation will first introduce the system briefly, describe how it can be implemented locally and then attempt to analyze the results of the first year of school-wide use, based on gain scores compared to the number of quizzes successfully passed.
Commercial Presentation:
Sam Lee, Pearson Longman - A Reader for Everyone
Variety is the spice of life, and it's also an essential part of any extensive reading program. Providing students with a variety of reading options increases the chances that they will find a reader that catches their interest and motivates them to read more. Pearson offers an exciting variety of reader programs from the classic Penguin readers, to science and social studies themed readers, as well as special options for very young learners and adolescents too. Come to this presentation to find the reader that's right for you and your students!
The first 20 attendees will receive a free reader from the series of their choice!
Concurrent Presentations:
Gwen Atkinson - Using songs and Youtube videos for language development
This is a demo lesson showing how I've been using song, lyrics and YouTube video for text-based investigations into language and culture. I will use Israel Kamakawiwo'ole's Over the Rainbow/What a Wonderful World and, if there's time, Judy Garland’s original Wizard of Oz version (lesson parts 1 & 2). The aim is to help students notice the patterns of English, such as S-V-O and article + noun, and encourage using the English they already know, in combination with listening, to figure out the full lyrics. In addition, the videos give a cultural snapshot by looking at biography, history, geography, weather, clothing, musical instruments/styles, funeral traditions, and etc. My students always request more music and video, and our curriculum aims to incorporate global cultural themes, so I designed these and similar lessons to incorporate into our regular syllabus throughout the semester. Two courses in my MA program also influenced the development of this material: In Linguistics with Scott Thornbury, we spring-boarded into language analysis by looking at the grammar of song titles, and in Materials Development with Steve Cornwell and Deryn Verity, we looked at the rationale behind using various modalities. The materials have proved very successful with my students over the past year; students respond that "It's fun and I learned a lot! I like this unique style."
Adriane Geronimo - Academic vocabulary acquisition through extensive reading of children’s literature by adult learners
This presentation will examine how adult Korean English language learners can develop their academic vocabulary skills through the power of extensive reading. In this model, simplified reading that provides input for language acquisition is accomplished using children’s literature. Qualitative and quantitative research from learners enrolled in credit-bearing university courses will show whether extensive reading with simplified materials is a practice that has an effect on students’ academic vocabulary knowledge and motivation. Increasing the amount of reading learners engage in and encouraging them to read for pleasure helps to build a foundation for higher-level language proficiency development which can result in an increase in word knowledge as vocabulary is acquired through a high-interest context.
Ann Flanagan - Snapshot of a 3-year extensive reading program
The first part of the presentation will take a look at an extensive reading program in Japan that began as a pilot program in the first grade of junior high school in 2007 and how it grew to span across three grades in 2009. The second part of the presentation will examine the changes that were made to make it a more efficient program, especially the management of books and students’ individual progress. Program goals and statistics in regards to the number of words read and overall improvement of students’ vocabulary acquisition will be shared. Finally, the presenter would like to discuss the future of the program and the opportunity of expanding it to the senior high school in 2010.
Amanda Gillis-Furutaka - The MoodleReader Module: Student and Teacher Perspectives
Kyoto Sangyo University has been running Extensive Reading programs since 1987. There have been substantial changes as the program has evolved from using notebooks for handwritten summaries and responses to books in the early days, to using quizzes available through commercial computer software for a number of years. Thomas Robb will be presenting the most recent stage, the MoodleReader Module, at another session during this symposium. This presentation is designed to give greater insight into how the program works from the point of view of the students and teachers.
This is an ongoing project and there are many issues still under discussion and undergoing trial. The presenter will share some of these issues, such as how to evaluate and reward the students’ performance on the program, how to provide incentive, but at the same time prevent students from cheating the system. From the administrative point of view, matters such as how to provide student access to the books and the numbers of books needed for such a program will be addressed. Such practicalities need to be considered when deciding whether the MoodleReader Module would suit your own teaching situation.
Yunji Ha - How to help university students become lifelong readers in Korean EFL context
This paper explored reasons why some students lose their reading pace or drop out of an extensive reading program. Two extensive reading programs, non-academic credit courses, were made to promote learner independence for university students during from fall semester 2008 to spring semester 2009. A total fifty one female university students were chosen to participate in these programs. Students silently read novels or other materials they selected about 90 minutes on Monday. As another reading activity, students wrote reading diaries or book reports including reading experience, book summaries, and pages they read for recording their additional reading experience except Monday. However, students who did not regularly attend in Program A showed low achievement of their reading goals. In Program B, only 13 out of 34 students could follow their reading schedules. Having analyzed the data obtained from questionnaires, interview, and book reports, students needed more 1) individual counseling and feedback, 2) comfortable atmosphere to concentrate on reading, 3) various reading materials they can choose depending on their proficiency, and 4) cooperative reading with others.
Marc Helgesen: Guided journeys: a different sort of reading task.
This session will introduce Guided Journeys. These are sometimes called “Guided visualizations” but actually involve all the senses, not just sight. After leading the audience through a guided journey and explaining some techniques that can be used, participants will receive a set of four guided journey texts. Each person will practice one, then lead a peer through the exercise. In addition to being a short extensive reading task, the activity also works on extensive listening, reading aloud for a purpose, re-reading (task recycling) and serves as a stimulus for learners to compare their experiences of the stories.
Aaron Jolly and Scott Miles - ER Workshop: Setting up and Running an extensive reading program
This 2-hour workshop will cover all the major steps of establishing and running an extensive reading programs or extensive reading supplementation to existing language programs. The workshop will be divided into two different groups: young learners (Presenter: Aaron Jolly), and young adult-adults (Presenter: Scott Miles)
In both versions of the workshop, the following topics will be covered:
1. Options for running or integrating extensive reading--a pure ER course, a blended extensive reading-intensive reading course, an addition to an existing 4-skills course, etc.
2. Getting books—purchasing books, building a library, loaning issues, etc
3. Curriculum and syllabus issues in implementing ER (introducing ER to students, determining amount of reading required, whether or not the reading is done in class or as homework, etc.)
4. Extensive reading activities in the classroom (book discussions, presentations, etc.)
5. Assessment issues (to assess or not to assess, assessment techniques,grading, etc.)
Each segment runs for roughly 20 minutes, with a 10 minute break in the middle of the workshop. In most segments, the presenter will spend the first 10 minutes presenting an overview of the topic, and the remaining 10 minutes will be spent in an open group discussion in which audience members can ask questions and contribute their own ideas on the topic. Extensive reading beginners and veterans alike are welcome to attend to share ideas.
Preet Madan - Curriculum innovation- ‘Integration through extensive reading’
Most people remember that it was not Cinderella but Snow white who ate the poisonous apple but only some retain the difference between a butterfly’s and a frog’s life cycle. In fact, these concepts have been repeated to us and our students more than stories or fairytales are. However, teachers expect students to remember and use these concepts as prerequisites to further learning. How, then, can we as teachers assist our students to retain these concepts better?
Students find stories meaningful- emotionally relating to them- but cannot relate to some subject concepts and see them as parts of a puzzle that stand by themselves. How can learning become more meaningful to the students? How can our curriculum not only focus on being cross-curricular but also on tying the subjects together in order to give MEANING (hold an emotional value) to the students? How can integration be natural yet incorporate core subject (English, Science, Social studies and Health) concepts for each grade level?
This curriculum presentation will include a ready-to-use curriculum that will answer the above questions for curriculum developers and teachers of primary and secondary students.
Scott Miles: Introduction to Extensive Reading
This presentation will introduce the basics of extensive reading (ER) for those new to the practice. The basic principles of ER will first be explained, followed by a brief overview of the benefits of the practice.
Mike Misner - Timed repeated retelling the 4,3,2 activity vs. the 2,3,4 activity: similarities and differences
Among the hundreds of extensive reading activities available for all ages, perhaps the most common and most versatile is a type of timed repeated retelling known as Nation’s 4,3,2 activity. This activity facilitates, among others, the production of faster speech, more complex grammatical constructions, better story organization, and prevents students from giving away the conclusion of a story. Another side effect of this activity is to increase student reading motivation, as students introduce three new books to each other which according to Krashen results in more free voluntary reading. According to Nation, student fluency may increase as much as 50% as a result of the time pressure inherent in the 4,3,2 activity. However, this study compares the 4,3,2 with the 2,3,4 activity. The results of a study of thirty two elementary school 5th and 6th grade students indicate that the repetition of the retelling and not the time pressure may be responsible for generating the positive effects of this genre of activity. In addition, students who preferred to elaborate and/or highly fluent students preferred the 2,3,4 activity. This presentation will conclude with recommendations for appropriate use of timed repeated retelling for different ages and levels of students.
Rocky Nelson - An example of a successful extensive reading course at the tertiary level
Starting in March, 2008, 24 students of the PUFS Teacher Training program began their Extensive Reading program for 10 weeks, and then switched to studying intensive reading strategies for another 10 weeks, while continuing to read for pleasure on their own time. The overall goal of the ER program was to provide an opportunity for the students to improve their overall English ability, while the overall goal of the IR program was to teach students to read natively and to increase their reading speed, while improving their levels of comprehension.
Towards these goals all the students were first given a Placement/Progress Test developed by the Edinburgh Project on Extensive Reading (EPER), Institute for Applied Language Studies, University of Edinburgh, Scotland. At the end of 20 weeks, an extended version (more accurate) of another EPER test ended the program. The two test’s scores were compared using a standardized table.
The standardized ending-scores ranged from 18 to 54 on a 100 point scale. The mean average was 33 points. This score is a “snapshot” of the increase in the student’s English ability. The mean-average increase of English ability was 33 % in the percentile ranking. 269 books were read, covering 16,531 pages, and 269 essays (book summaries) were written and graded.
The range of increase in reading speed for the program was from “0” to “230” percent. Leaving out the highest and lowest scores (aberrations: 3), the mean-average increase in a student’s reading speed was 51 %.
I am very pleased with the results of the student’s efforts. The feedback from the students about this methodology was overwhelmingly positive. In personal interviews, I was frequently told, “I didn’t realize how much fun it was to read in English”, I believe in this method of learning English, I can see the benefits”, “I will continue to read for pleasure”.
Since then, the TT course has expanded to 72 teachers twice per year and the Intensive Reading component has been eliminated; the course is pure Extensive Reading. The results are even better! I would like to describe my successful programs to anyone who would like to design their own programs.
Young-min Park: Setting up an Extensive Reading at a public school: Get Your Horse to Drink Water
This paper reports the results of a study which investigated the effect of 'class readers' as the first step of an extensive reading program in a public school. One hundred twelfth-grade students from a public vocational school participated in the study. An experimental group of fifty students read books chosen according to their level and interests for fifteen minutes every class while a control group did textbook related activities. To measure differences of two groups in reading proficiency, the change in reading rate and comprehension was assessed before and after the experiment. In addition, questionnaires designed to examine the attitude change and autonomy development were administered. Improvement was observed in reading comprehension competence of the experimental group while it was not in terms of reading rate. Questionnaire analysis suggests that 'class readers' significantly motivated the students to be involved in class but it was not enough to induce them into reading autonomously. Based on the results of the study, reading out of class coupled with 'class readers' from the beginning would produce more substantial improvement in reading rate and a sense of autonomy. Teachers' consensus, in addition to institutional aid on material development, would lead to the success of an extensive reading program in public schools.
Pisit Puangmaliwan - Utilization of extensive reading to enhance reading comprehension, vocabulary recognition and reading attitudes
The study aims to investigate the impact of extensive reading on the development of reading comprehension, vocabulary recognition, and the students’ attitudes towards reading of the first –year English Major Students of the academic year 2005 at Nakhon Ratchasima Rajabhat University, Thailand
One hundred and twenty-five first- year English major students participated in the study and they were classified into two groups: the experiment and control group. The students were testes with a reading comprehension test developed and tried out to meet the statistical requirements before the tests were administered to the students in order to put them into two groups- the experimental and control groups. Each group consisted of twenty able readers, average readers and less able readers based on the scores they obtained from the reading comprehension and vocabulary test. Narrative texts were used to develop for reading comprehension and vocabulary tests. Multiple choices were used for reading comprehension and vocabulary tests. In vocabulary test, modified cloze test with choices was used as the test to test students’ ability to recognize vocabulary in context.
Both groups were pre-tested to obtain their reading comprehension scores and vocabulary scores. Each group received regular reading instruction from the same instructor for one semester (15 weeks). The experimental group was required to read 10 short extensive readers of about 250 -500 words for ten weeks while the control did not have to do extra reading after class. After the twelfth week, each group were post-tested with the same test paper as they had taken in the pretest to compare their reading comprehension and vocabulary scores between the pre-test scores and the post-test scores. During the experiment period, the experimental group were asked to keep journals of what they read concerning reading speed, reading difficulty and their attitudes toward reading and what they had gained from reading. After the end of experiment, fifteen students were randomly chosen for the structured interview. They were asked about their reading experience.
Results of the study showed that the students in the experimental group could obtain higher scores in reading comprehension and vocabulary test than the control group. In addition, students in the experimental group found that they enjoyed extensive reading even though some of them did not like it at the beginning because they had never done reading by themselves outside the class. All of them reported that they could read faster and understand better. A few of them developed their own reading strategies such as using contextual clues and pictures to help them understand the meaning of the unfamiliar words. All of them would like to continue reading on their own outside the class. Some of them started to read other kinds of reading such as newspaper and textbooks
Biographies
Marc Helgesen, Professor, Miyagi Gakuin Women's University, Sendai Japan, is a popular teacher trainer who has lead workshops on five continents. He is the author of more than 100 articles, books and textbooks including the popular English Firsthand series (Longman). Marc is on the Board of Directors of the Extensive Reading Foundation (www.erfoundation.org). Other research interests include Task Planning, multi-sensory learning and the nexus of ELT and positive psychology (“The science of happiness”)
Rob Waring is Associate Professor at Notre Dame Seishin University in Okayama, Japan. He is an acknowledged expert in Extensive Reading and second language vocabulary acquisition. He has published over 40 articles and has lectured in 17 countries on foreign and second language acquisition. He has just published a set of graded readers for teenagers and a set of non-fiction graded readers with Heinle Cengage. He is a board member of the Extensive Reading Foundation. He was Co-Chair of JALT 2005.
Jeong-ryeol Kim is currently a professor of English at Korea National U. of Education teaching methodology, integrated content and language teaching, English linguistics. He is a vice-dean of center for in-service education at KNUE. He’s been an active member of KOTESOL and was the president of KOTESOL back in 1995. He was involved in many different government projects in English education. He has published books on classroom English, teaching methodology, English curriculum, English classroom observation and analysis etc. He has published numerous articles in the area of elementary English education and technology enhanced English teaching.
Thomas Robb, Ph.D , U. of Hawaii (Linguistics), teaches at Kyoto Sangyo University where he is member of the Faculty of Foreign Languages and director of the General English Language Program for the entire university. He is a long-time user of CALL and the Internet, and has created a number of websites for various student projects, interactive learning and professional exchange. He is currently developing the MoodleReader module which administers quizzes on Graded Readers to students under controlled conditions. He is on the Executive Board of the Extensive Reading Foundation and is a past president of both JALT and the PacCALL.
Sam Lee is a teacher trainer with experience working with students of all ages, from kindergarten to adults. For the past few years, he has been working in Seoul as a trainer and teacher, specializing in young learners ages 4-12. His primary interests are helping new teachers understand the EFL context and the special challenges of teaching English in Korea. He has also presented on topics such as classroom management, using debate in the classroom, and intercultural communication. He iscurrently pursuing his MA TESOL at Sookmyung University in Seoul. Sam Lee is a fulltime ELT Consultant for Pearson Longman Korea.
Gwen Atkinson teaches in the Freshman English Program at Soongsil University. She's from the USA and has been living in Seoul since 2003. She earned an MA-TESOL degree (Curriculum Development concentration) from The New School. She served as KoTESOL Hospitality Chair, Seoul Chapter, from May 2006 to September 2007.
Adriane Geronimo has been teaching English for more than 14 years. She holds a US public school teaching license in English as a Second Language and is National Board Certified in English as a New Language/Early and Middle Childhood. She holds a BA in Linguistics from the State University of New York at Stony Brook and an MA in English Language from Chonnam National University. She is presently completing her PhD in English Language at Chonnam. She is president of the Gwangju Jeonnam chapter of KOTESOL and a part time lecturer in the English Language and Literature department of Chonnam National University.
Ann Flanagan is an EFL teacher, supervisor and course coordinator at Ritsumeikan Junior and Senior High School in Kyoto, Japan. Her research interests include curriculum development, extensive reading, material development, and teacher training.
Amanda Gillis-Furutaka is an Associate Professor in the Department of English at Kyoto Sangyo University. She has been involved with the ER program there since 2000 when it became part of the new Intensive Course curriculum for English majors. Her other research interests include visual and audio media, especially the use of YouTube.
Yunji Ha has a BA degree in English Language and Literature and is currently working on an MA degree in English Language and Literature (English Linguistics major) at Sookmyung Women's University. She is a researcher and TA at Sookmyung University, and manages the Sookmyung Extensive Reading Group. Yunji's research interests include second language acquisition, extensive reading, and learner independence, and she plans on pursuing a doctorate degree in linguistics in the future.
Aaron Jolly is an English teacher, workshop presenter, teacher trainer, textbook writer & editor, and curriculum developer, who has taught students of all ages in Korea. He has been a private institute teacher for elementary and teenage children, and a public middle school teacher, as well as a university lecturer. Currently he is employed by Hanseo University, where amongst other tasks he is the lead instructor and curriculum developer at the university's Institute for the Development of Talented and Gifted Education. His job includes teaching a reading based 4 skills program, which combines critical thinking and discussion activities to children from 3 years to 17 years old.
Preet Madan is the head of the Academic, Curriculum and Testing Department at TSEP (Thewphaingarm School English Program, Bangkok). Preet has an MA in TEFL (Teaching English as a foreign language, Major- Curriculum Development, Implementation and Evaluation) from International campus of Payap University, Chiangmai, co-affiliated with Deakin University, Australia.
Scott Miles is an Assistant Professor professor at the Department of Foreign Languages in Daegu-Haany University. Scott has an MA in TESOL and is currently working on a doctorate degree in Applied Linguistics in language acquisition. He has published a reading course book for Macmillan publishers (Essential Reading). His research interests include extensive reading, grammar and vocabulary acquisition.
Mike Misner has been teaching EFL/ESL for 15 years, 12 years in Korea. He has worked in many teaching environments in Korea from language Institute, public school, and private company to University. He is currently working at the Hankuk University of Foreign Studies department of English education, TESOL certificate program, and graduate school of education. He is currently coordinator of the TESOL certificate program at HUFS.Mike Misner is a member of the KOTESOL ER-sig and has presented at several local and international conferences and teacher training seminars on the subject of extensive reading. His preferred area of interest within extensive reading is how extensive reading activities improve child second language acquisition. He is also most interested in the way that types of text including simplified, elaborated, and glossed text could be used to help children understand text, which would normally be too difficult for them.
Rocky Nelson, M-TESL (Arizona State University, 1995). Invited by Yeungnam University in 1996, He taught 3 years at the Department of English and was 1st VP, Taegu chapter, KoTesol in 1999. He moved to Andong National University, 1999 to 2001, and was the Academic Coordinator during his final year there. Now teaching at Pusan University of Foreign Studies, he is the developer of several popular "intensive fluency" courses now used on campus, as well as Extensive Reading courses. His ER course has been taught continually for the College of English since 2002, and is a popular elective choice among content courses given by the International Language Experts program/ILEC department. Since 2007, Extensive Reading has been a core course for the In-service Teacher Training program (Ministry of Education) at PUFS.
Young-min Park has been teaching for over 10 years at public schools ranging from academic high school to vocational high school. Since she received her MA from Pusan National University , she has been running an online community where teachers from in-service teachers’ training program at Pusan University of Foreign Language can share resources and pedagogical issues. Her special interests include extensive reading/writing, learner motivation/autonomy, and integration of technology into teaching/learning. Currently, she is teaching at Busan Electronic Technical High school . Email: zest999@paran.com