Investigating the Effects of Extensive Reading Using the Twin Text Method on Korean EFL University Students

Abstract

This study investigates the use of the twin text method in extensive reading for Korean EFL university students. Although a plethora of studies have confirmed a variety of benefits for EFL students engaging in extensive reading, implementation of extensive reading programs still proves to be difficult in EFL contexts. In this study, implementation of extensive reading using the twin text method is explored as a potential solution to this problem. Twin texts are two books, one fiction and one non-fiction of the same or related topic that are read in sequence to facilitate reading. In the study, three participants engaged in extensive reading using the twin text method, and three participants engaged in extensive reading of a narrative text to compare the twin text method to traditional methods. The research investigated retention of content knowledge of expository texts using the twin text method, motivation in participating in extensive reading, and comprehension of culturally embedded themes in narrative texts. The participants using the twin text method were found to have retained content knowledge of expository materials, and demonstrated greater motivation in extensive reading and comprehension of culturally embedded themes when compared to extensive reading using traditional methods. The study suggests using the twin text method to implement extensive reading in Korean EFL learners as part of the foreign language education curriculum.