Extensive reading program (afterwards ERP) is an approach in which students read longer texts whose purpose is general understanding. Students should experience joy during reading i. e. reading should be fun. Students choose their reading material and teachers’ role as a mentors is to guide students and to encourage them to read. Although the concept of extensive reading occurred in the early 20th century, it is slowly establishing in the Slovene research community.
The Master’s thesis is divided into two parts – theoretical and empirical one. In the theoretical part (literature review), I presented the characteristics of ERP, the findings of previous research. A number of factors have been defined, which may influence the success of a reading program. Based on these pre-defined factors and a Likert grading scale most common factors why the ERP may or may not be implemented in the Slovene educational context were identified. The sample included 6th grade elementary school students from the 2018/2019 school year, primary school teachers, English language teachers and primary school teachers specialised in teaching English language to primary school students.
Factors that, according to students, influence whether ERP in English may be established, are the adaptation of reading materials and the stakeholders’ attitudes to reading in a foreign language. Factors that, according to teachers, influence whether the ERP in English would be established are the adaptation of reading material, their attitudes to reading in a foreign language and the replacement of extensive reading program with silent reading in the classroom. The girls feel that factors such as extra work, time management, a different role of the teacher and the attitudes to reading in a foreign language have a greater impact on establishing the ERP than the boys. The importance of following factors additional work, time management, a new, different teacher’s role and replacing the ERP with silent reading in the classroom, was higher for students, which had higher grades in English than with students, which had lower grades in English. English language teachers expressed a greater desire and readiness to establish ERP than primary school teachers.
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