Exploring the relationship of learners' extensive reading behavior transitions via reflrections

Abstract

While extensive reading (ER) is known to support language development, maintaining learners’ intrinsic motivation over time remains a persistent challenge that has been insufficiently examined through behavioral data. This study investigates the relationship between learners' self-reflections, which reveal their evaluations of the material, and their subsequent actions in ER. By analyzing behavioral transitions— such as reopening the same book, switching to a new one, or discontinuing reading— we infer relation to intrinsic motivation. Through self-reported reflections on perceived difficulty and interest, we explored how these judgments relate to learners’ subsequent behaviors in an ER activity using e-books, conducted at a junior high school in Japan. The results show that while easy and interesting books were often completed, they did not always lead to further reading, suggesting that books offering an appropriate level of challenge, rather than simply comfort, are more likely to sustain motivation over time. These insights suggest that interventions in ER should focus on providing an appropriate challenge to maintain learners' motivation. Future research should incorporate continuous variables, such as pages read and reading time, to further understand how motivation unfolds during ER activities.