EXTENSIVE READING IN UNIVERSITY EFL EDUCATION: A SYNTHESIS OF THEORETICAL FOUNDATIONS, EMPIRICAL OUTCOMES AND IMPLEMENTATION PRINCIPLES

Abstract

Extensive reading (ER) - the practice of reading large quantities of accessible, self-selected texts for pleasure and general understanding - has become a cornerstone of second and foreign language pedagogy at university level. This article synthesises research on ER programmes for university L2/EFL learners, drawing on a broad corpus of studies published between 2001 and 2025, with particular emphasis on recent work (2020–2025) reflecting online platforms, pandemic-era adaptations and integration with academic English. The aim of the study is threefold: to identify the theoretical frameworks that inform ER pedagogy, to evaluate the empirical evidence for the cognitive, linguistic and affective outcomes of ER, and to derive implementation principles that optimise ER effectiveness for university learners. A narrative-synthesis method was used to organise findings across experimental, quasi-experimental, mixed-methods, large-scale analytics and qualitative case studies. The results show consistent, replicated benefits in reading fluency and comprehension; measurable vocabulary growth, moderated by the degree of attention to unknown words; positive shifts in motivation and attitudes grounded in Self-Determination Theory; and gains in learner autonomy and strategy use, with more variable transfer to academic skills. The discussion demonstrates that outcomes are strongly mediated by implementation fidelity: accessible texts, genuine learner choice, light accountability and supportive scaffolding produce the strongest effects, whereas restricted choice, inappropriate difficulty and heavy-handed assessment undermine engagement and may foster negative attitudes. The study concludes that ER is an evidence-based approach that develops multiple dimensions of language proficiency while fostering positive attitudes and autonomous reading habits, provided programmes honour core principles and adapt to local contexts. Practical recommendations concerning text selection, autonomy support, monitoring, strategy integration and digital delivery are offered for university EFL educators and programme designers.