Free Voluntary Reading and Autonomy in Second Language Acquisition: Improving TOEFL Scores from Reading Alone

Using U's report as an example, the results are encouraging. If 40 pages results in a one point gain, a student can expect a gain of 100 points by reading 4000 pages, about 40 books.

We can get some idea of the efficiency of free reading by comparing these results to the progress made by students in a study-abroad, TOEFL preparation program. Swinton (1983) studied the improvements made by international students in a traditionally taught intensive Academic English program at a university in the United States. Students were in class four hours per day for five days a week and had two to three hours of homework per day, or about 30 hours per week of study, which amounts to about 390 hours over the 13 week program. In addition, they had access to additional English input in the US in their everyday life.

Table 2, from Swinton's table 4, presents average pre and post-test scores on the TOEFL test for students in his program. Those with beginning TOEFL scores of 401 to 450 gained 52.3 points, or 4 points per week. Those with beginning TOEFL scores of 451 to 500 gained 42.1 or 3.2 points per week. The readers in the extensive reading study described here gained 3.51 points per week, results that are nearly identical to those of Swinton’s students, spending, most likely, far less time, and certainly less money.

Table 2: Average Pre-and Posttest Scores by IEP students in the US

Pretest range	251-300	301-350	351-400	401-450	451-500	501-550	551-600	601-650
Pretest Mean	293.5	327.8	379.5	426.2	469.5	523.5	557	613
Posttest Mean	385	384	441.1	478.5	511.6	570	603	583
Gain	91.5	56.2	61.6	52.3	42.1	46.5	46	-30

From Table 4 in Swinton (1983), p. 10

DISCUSSION AND CONCLUSIONS

The subjects in this study were well-educated, experienced language students, were highly motivated, and volunteered to engage in the reading program. It is thus inappropriate to generalize these results to all language students. The results of this study confirm, however, that it is possible to improve in a second language from input/reading alone, and that the benefits of reading extend to vocabulary and grammar. The results also suggest that at least some students can prepare quite well for the TOEFL in their own country. Finally, the results suggest that the courses these students took succeeded in making them autonomous language acquirers. To confirm that this is so, we need to investigate whether these students turn to reading on their own in the future to improve their English.

References

Constantino, R. 1995. The effect of pleasure reading: Passing the TOEFL test doesn't have to hurt. Mosaic 3(1): 15-17.

Constantino, R., Lee, S.Y., Cho, K.S., and Krashen, S. 1997. Free voluntary reading as a predictor of TOEFL scores. Applied Language Learning 8: 111-118.

Gradman, H., and E. Hanania. 1991. Language learning background factors and ESL proficiency. Modern Language Journal 75: 39-51.

Krashen, S. (2004). The Power of Reading: Insights from the research. Portsmouth, NH: Heinemann.

Swinton, S. S. (1983). TOEFL Research reports, Report 14.Princeton, N.J.: Educational Testing Service.

TOEFL, 2005. Institutional Testing Program, Japan Edition. Educational Testing Service.