Extensive reading means reading a large number of books that are below one’s linguistic ability. To demonstrate their completion and comprehension of extensive reading books, students might also be required to answer internet-based post-reading quizzes. This research initially began as a result of students’ concerns about their classmates’ illicit conduct when taking post-reading quizzes for extensive reading. While working to receive credit for their assignment on the extensive reading quiz website M-Reader.org, some students used a variety of unethical behavior to pass post-reading quizzes without actually reading the books. The activities allegedly included taking quizzes for each other, taking quizzes simultaneously with a classmate, and using the internet to search for answers. If this behavior was allowed to continue unabated, it would have delegitimated the purpose of using quizzes to assess students’ completion rate of extensive reading. In response to this behavior, access to the M-Reader quiz website, which was previously accessible at all times, was restricted to in-class-use only. This research first considers the anonymous suggestions to remedy this problem submitted via Google Forms by 23 intermediate level students of Dokkyo University in Saitama, Japan. Then this research looks at the effect that restricting access to the quiz website had on the students’ quiz passing rates by comparing them to the performance of classes before the change went into effect.

Authors:
Joel Weinberg, Meiji University, Japan

About the Presenter(s)
Mr Joel Weinberg is a University Assistant Professor/Lecturer at Meiji University in Japan

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