Exploring the interplay of free extensive voluntary ESL reading with intensive reading of arabic native speakers

Negmeldin Alsheikh, Maha Omar Alhabbash, Xu Liu, Safa Ahmed Othali Al, Najah Obaid Al Mohammedi

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The posing of Intensive Reading (IR) as a fundamental rudimentary reading act and the endorsement of Extensive Reading (ER) as supplemental reading practice seems to be essential for literacy educators. This study tried to unearth the nature of the interplay between intensive and extensive reading as experienced by graduate Arabic native speakers in the United Arab Emirates. Moreover, the study aimed at capturing the students' views about the roles of the intensive reading and extensive reading in shaping their reading experiences. The study employed a sequential explanatory mixed method design. The first phase of the study featured a questionnaire that was collected from students (n=50) followed by interviewing students (n=4) in the second phase. The results revealed that graduate students dealt with reading as a discursive act where they gained from the interplay between the (IR) and (ER). The students viewed the relationship between (IR) and (ER) as reciprocal and hence (IR) promoted (ER) and vice versa. Nonetheless, the nature of the overt instruction and the pre-selected materials used by instructors are viewed as obstructive to the natural flow of (ER). The study recommends that (ER) and (IR) should be treated as part of the continuum in literacy process.

Original languageEnglish
Pages (from-to)295-314
Number of pages20
JournalInternational Journal of Instruction
Issue number4
Publication statusPublished - 2020


  • Arabic native speakers
  • ESL
  • Extensive reading
  • Graduate students
  • Intensive reading

ASJC Scopus subject areas

  • Education


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