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Pertanika Journal of Social Science and Humanities, Volume J, Issue J, January J

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  • Bell, T. (1998). Extensive reading: Why? And how? The Internet TESL Journal, 4(12), 1-6.

  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education Ltd.

  • Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16. https://doi.org/10.37546/jalttlt36.2-2

  • Channuan, P. (2012). The effects of extensive reading using a learner autonomy training on reading ability and reader autonomy of Thai University students [Doctoral dissertation, Chulalongkorn University]. Chulalongkorn University Intellectual Repository. http://cuir.car.chula.ac.th/handle/123456789/30617

  • Davis, C. (1995). Extensive reading: An expensive extravagance? English Language Teaching Journal, 49(4), 329-336. https://doi.org/10.1093/elt/49.4.329

  • Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.

  • Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174. https://doi.org/10.1016/0346-251X(95)00005-5

  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Pearson Education.

  • Holec, H. (1981). Autonomy in foreign language learning. Pergamon Press.

  • Isaac, E. A., & Kingsley, O. U. (2020). Effect of social media addiction on reading culture: A study of Nigerian students. Library Philosophy and Practice (e-journal). 4170. https://digitalcommons.unl.edu/libphilprac/4170/

  • Kintch, W., & Van Dijk, T. A. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394. https://doi.org/10.1037/0033-295x.85.5.363

  • Le, V. C. (1999, October 13-15). Language and Vietnamese pedagogical contexts. In Language and development: Partnership and interaction. Proceedings of the fourth international conference on language and development. (pp. 13-15). Asian Institute of Technology.

  • Little, D. G. (1991). Learner Autonomy 1: Definitions, issues and problems. Authentik Language Learning Resources

  • Maley, A. (2009). Extensive reading: why it is good for our students and for us. Teaching English. https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students-us

  • Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education, Inc.

  • Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16.

  • Nguyen, N. A. (2017). Using extensive reading to develop reading ability and motivation. http://www.vnseameo.org/TESOLConference2015/Materials/Fullpaper/

  • Nguyen, T. (2018). Reading Strategies used by Vietnamese EFL and ESL University students. VNU Journal of Foreign Studies, 34(2), 111-124. https://doi.org/10.25073/2525-2445/vnufs.4250

  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Heinemann.

  • O’Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.

  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publication

  • Rodrigo, V., Greenberg, D., & Segal D. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in Foreign Language, 26(1), 73-91.

  • Shin, J. K., & Crandall, J. A. (2014). Teaching young learners English: From theory to practice. National Geographic Learning.

  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4-14). Longman. https://doi.org/10.1075/aals.1.19sin

  • Thanasolus, D. (2000). Autonomy and learning: An epistemological approach. Applied Semiotics, 10, 115-131.

  • Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.

  • Bell, T. (1998). Extensive reading: Why? And how? The Internet TESL Journal, 4(12), 1-6.

  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education Ltd.

  • Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16. https://doi.org/10.37546/jalttlt36.2-2

  • Channuan, P. (2012). The effects of extensive reading using a learner autonomy training on reading ability and reader autonomy of Thai University students [Doctoral dissertation, Chulalongkorn University]. Chulalongkorn University Intellectual Repository. http://cuir.car.chula.ac.th/handle/123456789/30617

  • Davis, C. (1995). Extensive reading: An expensive extravagance? English Language Teaching Journal, 49(4), 329-336. https://doi.org/10.1093/elt/49.4.329

  • Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.

  • Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174. https://doi.org/10.1016/0346-251X(95)00005-5

  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Pearson Education.

  • Holec, H. (1981). Autonomy in foreign language learning. Pergamon Press.

  • Isaac, E. A., & Kingsley, O. U. (2020). Effect of social media addiction on reading culture: A study of Nigerian students. Library Philosophy and Practice (e-journal). 4170. https://digitalcommons.unl.edu/libphilprac/4170/

  • Kintch, W., & Van Dijk, T. A. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394. https://doi.org/10.1037/0033-295x.85.5.363

  • Le, V. C. (1999, October 13-15). Language and Vietnamese pedagogical contexts. In Language and development: Partnership and interaction. Proceedings of the fourth international conference on language and development. (pp. 13-15). Asian Institute of Technology.

  • Little, D. G. (1991). Learner Autonomy 1: Definitions, issues and problems. Authentik Language Learning Resources

  • Maley, A. (2009). Extensive reading: why it is good for our students and for us. Teaching English. https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students-us

  • Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education, Inc.

  • Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16.

  • Nguyen, N. A. (2017). Using extensive reading to develop reading ability and motivation. http://www.vnseameo.org/TESOLConference2015/Materials/Fullpaper/

  • Nguyen, T. (2018). Reading Strategies used by Vietnamese EFL and ESL University students. VNU Journal of Foreign Studies, 34(2), 111-124. https://doi.org/10.25073/2525-2445/vnufs.4250

  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Heinemann.

  • O’Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.

  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publication

  • Rodrigo, V., Greenberg, D., & Segal D. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in Foreign Language, 26(1), 73-91.

  • Shin, J. K., & Crandall, J. A. (2014). Teaching young learners English: From theory to practice. National Geographic Learning.

  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4-14). Longman. https://doi.org/10.1075/aals.1.19sin

  • Thanasolus, D. (2000). Autonomy and learning: An epistemological approach. Applied Semiotics, 10, 115-131.

  • Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.

  • Bell, T. (1998). Extensive reading: Why? And how? The Internet TESL Journal, 4(12), 1-6.

  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education Ltd.

  • Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, 36(2), 11-16. https://doi.org/10.37546/jalttlt36.2-2

  • Channuan, P. (2012). The effects of extensive reading using a learner autonomy training on reading ability and reader autonomy of Thai University students [Doctoral dissertation, Chulalongkorn University]. Chulalongkorn University Intellectual Repository. http://cuir.car.chula.ac.th/handle/123456789/30617

  • Davis, C. (1995). Extensive reading: An expensive extravagance? English Language Teaching Journal, 49(4), 329-336. https://doi.org/10.1093/elt/49.4.329

  • Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.

  • Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174. https://doi.org/10.1016/0346-251X(95)00005-5

  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Pearson Education.

  • Holec, H. (1981). Autonomy in foreign language learning. Pergamon Press.

  • Isaac, E. A., & Kingsley, O. U. (2020). Effect of social media addiction on reading culture: A study of Nigerian students. Library Philosophy and Practice (e-journal). 4170. https://digitalcommons.unl.edu/libphilprac/4170/

  • Kintch, W., & Van Dijk, T. A. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394. https://doi.org/10.1037/0033-295x.85.5.363

  • Le, V. C. (1999, October 13-15). Language and Vietnamese pedagogical contexts. In Language and development: Partnership and interaction. Proceedings of the fourth international conference on language and development. (pp. 13-15). Asian Institute of Technology.

  • Little, D. G. (1991). Learner Autonomy 1: Definitions, issues and problems. Authentik Language Learning Resources

  • Maley, A. (2009). Extensive reading: why it is good for our students and for us. Teaching English. https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students-us

  • Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education, Inc.

  • Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16.

  • Nguyen, N. A. (2017). Using extensive reading to develop reading ability and motivation. http://www.vnseameo.org/TESOLConference2015/Materials/Fullpaper/

  • Nguyen, T. (2018). Reading Strategies used by Vietnamese EFL and ESL University students. VNU Journal of Foreign Studies, 34(2), 111-124. https://doi.org/10.25073/2525-2445/vnufs.4250

  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Heinemann.

  • O’Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.

  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publication

  • Rodrigo, V., Greenberg, D., & Segal D. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in Foreign Language, 26(1), 73-91.

  • Shin, J. K., & Crandall, J. A. (2014). Teaching young learners English: From theory to practice. National Geographic Learning.

  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4-14). Longman. https://doi.org/10.1075/aals.1.19sin

  • Thanasolus, D. (2000). Autonomy and learning: An epistemological approach. Applied Semiotics, 10, 115-131.

  • Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.

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