Research Article

Learning English: A Study of English Novel Reading Camp

Hsiao-Fang Cheng 1 *
More Detail
1 National United University, #1 Lien-da, Kung-cheng Li, Miaoli 360, TAIWAN* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 4(2), June 2020, 31-34,
OPEN ACCESS   1307 Views   1293 Downloads
Download Full Text (PDF)


Reading is an active involvement and mutual interaction between the reader and the text. Many studies show that reading causes a dramatic improvement in writing and literacy development. Teachers who adopt children’s novel in their teaching believe students can achieve higher levels of reading comprehension in critical thinking and experience the essence of reading for pleasure. To explore the effects of English novel reading on EFL learning, a five-day English Novel Reading Camp was held to help students familiarize with reading strategies and activities as well as reading for pleasure. A children’s novel which provides topics for discussion was used. The participants were thirty-eight senior high school students from a high school in central Taiwan. Data gathered for analysis included their journal writing, survey, group discussions, and interview. This study found that more than ninety percent of the students thought they had learned a lot from this camp and would like to attend similar camps in the future. They found that reading English children’s novel was not as difficult as they thought before. Finishing reading it, they felt an excellent sense of achievement that they had never had before in learning English. They stated that they not only gained more vocabulary, but also realized the value of life, the importance of family and friendship. They also experienced how to interact with the text, illustrate some plots, initiate questions, exchange ideas or negotiate with their peers. This camp helped them be involved in literature discussion for meaning making, connection, and critical thinking. It is hoped that the results of this study will provide ideas concerning literacy development and an alternative method for developing EFL student’s English proficiency.


Cheng, H.-F. (2020). Learning English: A Study of English Novel Reading Camp. Mediterranean Journal of Social & Behavioral Research, 4(2), 31-34.


  1. Anderson, N. (1999). Exploring Second Language Reading: Issues and Strategies. Boston, MA: Heinle & Heinle Publishers.
  2. Brown, H. D. (2002). Strategies for Success: A practical guide to learning English. New York: Addison Wesley Longman.
  3. Carrel, P. L. (1984). Evidence of a formal schema in second language comprehension. Language Learning, 34(2), 87-112.
  4. Carrell, P. L. & Eisterhold, J. C. (2000). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading. (pp. 73-92). Cambridge: Cambridge University Press.
  5. Cho, K. S., & Krashen, S. (1995). Becoming a dragon: Progress in English as a second language through narrow free voluntary reading. California Reader, 29, 9-10.
  6. Cohen, K. (1999). Reluctant eighth grade readers enjoy sustained silent reading. California Reader, 33(1), 22-25.
  7. Daniels, H. (2006). What’s the next big thing with literature circles? Voices from the Middle, 13(4), 10-15.
  8. DeCarmilio, K. (2004). Because of Winn-Dixie. London: Walker Books Ltd.
  9. Flowerdew, J. & Peacock, M. (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.
  10. Grabe, W. G., & Stoller, F. L. (2002). Teaching and Researching Reading. Harlow: Pearson Education Limited.
  11. Haggan, M. (1991). Spelling errors in native Arabic-speaking English majors: A comparison between remedial students and fourth year students. System, 19, 45-61.
  12. Hayes, D., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of “motherese”? Journal of Child Language, 15, 395-410.
  13. Ivey, G., & Broaddus, K. (2001). “Just plain reading”: a survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.
  14. Krashen, S. D. (2002). Explorations in Language Acquisition and Use: The Taipei Lectures. Taipei: Crane Publishing Co., Ltd.
  15. Krashen, S. D. (2004). The Power of Reading: Insights from the research. Portsmouth: Heinemann.
  16. Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R.J. Spiro, B.C. Bruce, & W. E. Brewer (Eds.), Theoretical Issues in Reading Comprehension. (pp. 33-58). Hillsdale, N.J.: Erlbaum.
  17. Saragi, Y., & Nation, P., & Meister, G. (1978). Vocabulary learning and reading. System, 6, 70-78.