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In:Less Frequently Used Research Methodologies in Applied Linguistics
Edited by A. Mehdi Riazi
[Research Methods in Applied Linguistics 6] 2024
► pp. 149–161

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Chapter 9
Applications of Grounded Theory in the field of Extensive Reading

 | Niigata University
 | Niigata University
Published online: 5 January 2024
DOI logo with link
https://doi.org/10.1075/rmal.6.09had
Abstract
This chapter discusses the application of Extensive Reading (ER), an English language teaching method encouraging learners to consume large amounts of proficiency-level content, and its spread to second language classrooms globally since the 1990s. Studies show that ER significantly enhances learners’ vocabulary, reading speeds, and language comprehension. Despite challenges of passive resistance and apathy from learners, teachers from Japan, Italy, and Southeast Asia are seeking ways to integrate ER into their Academic English curricula. The chapter introduces a grounded theory about learners’ social processes in the ER classroom, explaining why the Grounded Theory Methodology (GTM) was selected for this study, its implementation, the faced challenges, addressed solutions, and unique insights gleaned through GTM.
Article outline
  • 1.Introduction
  • 2.Overview of the study
  • 3.Why was the GTM used? How was it implemented?
    • 3.1Initial venue
    • 3.2Research participants
    • 3.3Research procedures in the field
  • 4.What challenges were faced? How were the challenges addressed?
  • 5.Insights gained using the grounded theory method
    • 5.1Infograzing
    • 5.2Bookmining
    • 5.3Storyhunting
  • 6.Conclusions
  • Note
  • References
References (45)
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