Effect of extensive reading and listening on L2 students' speaking performance : a mixed-methods study

Research has provided evidence supporting the effects of input-based learning on learners’ language learning through Extensive Reading (ER), Extensive Listening (EL), and bimodal input (e.g., reading while listening, listening passage previewing). Less studied, however, is how input-based learning impacts learners’ language use, particularly speaking proficiency. This is important as the learners’ competence in producing the language either written or oral becomes the success parameter in learning a foreign or second language. Therefore, this study aimed to explore the potential effects of input-based learning through ER, EL, and the combination of ER and EL (EREL) on second language (L2) learners’ spoken performance.

Employing an embedded mixed-methods design, this study investigated the impact of different input-based language learning programmes on participants’ speaking skills and their perceptions of these programmes. Quantitative data were collected from students taking a Speaking for Academic Purposes (SAP) course at an English department, in a public university, Indonesia. These participants were assigned to four groups: Extensive Reading Only (ERO; n = 38), Extensive Listening Only (ELO; n = 41), Extensive Reading-Extensive Listening (EREL; n = 51), and a control group (n = 53). The extensive learning groups had access to Xreading, an online library, and each group received different language instructions. The ERO group received written texts; the ELO group received oral texts, and the EREL group received language input from both written and oral texts. The control group, however, was not exposed to Xreading platform. The study adopted a quasi-experimental design to assess learners’ language skills (listening comprehension, reading comprehension, and vocabulary knowledge), and their speaking performances. Prior to conducting statistical analysis, the Rasch model was conducted to prepare learners’ language skills, and the many - facet Rasch measurement was applied to validate their speaking skills. Furthermore, the qualitative data were gathered from the questionnaires, learning logs, and focus group interviews to investigate the participants’ perceptions about the extensive learning programmes. The data were analysed using MaxQDA, a qualitative analysis application, to augment the quantitative findings.

The results of this study, as suggested from repeated-measures MANOVA and oneway ANOVA, indicate significant progress in language skills and speaking performance across each experimental group. In terms of gains from their pre and post -test, the EREL group performs better in listening and speaking compared to the control group. In addition, from the qualitative data results of the questionnaires and focus group interviews, the participants in both EREL and control groups believe that engaging with written and oral texts is important for their language development (e.g., vocabulary, listening, reading, and speaking) as they believe this helps them learn new vocabulary and improve the pronunciation of these words in language production. However, the students in the experimental group showed little interest to record their experiences in learning logs as post activities. They perceived these tasks as potentially discouraging further engagement in reading and listening activities. Despite this, the study offers valuable suggestions for future implementation regarding input-based learning, directed towards teachers and practitioners in classroom settings.