Systematic Literature Review of Extensive Reading and Process-Oriented Reading Instruction (PORI) Strategy in EFL Contexts
DOI:
https://doi.org/10.21009/ishel.v1i1.57057Keywords:
EFL, Extensive Reading (ER), Process-Oriented Reading Instruction (PORI), Reading ComprehensionAbstract
Extensive Reading (ER) continues to be studied and improved not only for vocabulary acquisition comprehension, grammatical awareness but also in students’ motivation in EFL classroom learning. However, challenges arise due to the lack of structured reading guides. In this regard, the Process-Oriented Reading Instruction (PORI) strategy offers a step-by-step process that focuses on critical thinking and metacognitive reading strategies. This study aims to systematically examine the relationship between Extensive Reading (ER) and Process-Oriented Reading Instruction (PORI) strategies in teaching English as a Foreign Language (EFL) reading. The method used is the Systematic Literature Review (SLR) method guided by the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method. This study analyzes scientific publications sourced from Scopus, ERIC, and Google Scholar. This review is expected to contribute to the field of Language Education in the future by offering theoretical mapping and practical directions to develop a reading teaching model that is integrated with students' needs, especially to support curriculum innovation that is in education standards in Indonesia.
References
Agustina, S. A. N., Tirtanawati, M. R., & Suriyah, P. (2021). THE CORRELATION BETWEEN EXTENSIVE READING AND STUDENTS’ CRITICAL THINKING AT SECOND GRADE OF SMAN 1 KEDUNGADEM.
Aliponga, J. (2013). Reading Journal: Its Benefits for Extensive Reading. 3(12).
Al-khresheh, M. H., & Al Basheer Ben Ali, R. (2023). A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students. Journal of Pedagogical Research, 4. https://doi.org/10.33902/JPR.202321535
Alsaif, A., & Masrai, A. (2019). Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input. International Journal of Education and Literacy Studies, 7(2), 39. https://doi.org/10.7575/aiac.ijels.v.7n.2p.39
Anggia, H., & Habók, A. (2024). University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension. PLOS ONE, 19(11), e0313254. https://doi.org/10.1371/journal.pone.0313254
Anggia, H., & Habók, A. (2025). The efficacy of online extensive reading among university students and the relationship between affective variables and english reading comprehension. Scientific Reports, 15(1), 8373. https://doi.org/10.1038/s41598-025-92326-9
Antwi, S. K., & Hamza, K. (2015). Qualitative and Quantitative Research Paradigms in Business Research: A Philosophical Reflection.
Assiri, A. I., & Siddiqui, A. (2021). Extensive Reading: A Multifaceted Panacea for EFL Students at KKU. English Language Teaching, 14(8), 40. https://doi.org/10.5539/elt.v14n8p40
Ateek, M. (2021). Extensive reading in an EFL classroom: Impact and learners’ perceptions. Eurasian Journal of Applied Linguistics, 109–131. https://doi.org/10.32601/ejal.911195
Baker, J., & Nguyễn, M. C. (2021). A Literature Review of the Use of the Term Extensive Reading in Second Language Literature: Who Was the First to Use It? https://doi.org/10.17613/04JV-EF85
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix 1(1). http://www.readingmatrix.com/articles/bell/index.html
Bolhan, N. S., & Ismail, H. H. (2024). Extensive Reading and Solving Reading Difficulties among English Language Learners. International Journal of Academic Research in Business and Social Sciences, 14(12), Pages 4596-4615. https://doi.org/10.6007/IJARBSS/v14-i12/24424
Bui, T. N., & Macalister, J. (2021). Online extensive reading in an EFL context: Investigating reading fluency and perceptions.
Chan, V. (2020). TO READ OR NOT TO READ: A CRITICAL EVALUATION OF THE EFFECTIVENESS OF EXTENSIVE READING IN ESL/EFL CONTEXTS. Social Sciences and Education Research Review.
Chanthap, N., & Wasanasomsithi, P. (2019). The Effect of Integration of a Blended Learning and Extensive Reading Instructional Model on Thai EFL Undergraduate Students’ Learner Autonomy. 12(2).
Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611–624. https://doi.org/10.29333/iji.2019.12439a
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294–301.
Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.
Dickinson, P. (2017). Effects of Extensive Reading on EFL Learner Reading Attitudes.
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Endris, A. A. (2018). Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes. International Journal of Research in English Education, 3(4), 1–11. https://doi.org/10.29252/ijree.3.4.1
Ghadamgahi, M., & Ghafournia, N. (2023). Iranian EFL learners’ metacognitive reading strategies and reading comprehension: A systematic review. International Journal of Instruction, 16(1), 89–108.
Ghimire, N., & Mokhtari, K. (2025). Evaluating the predictive power of metacognitive reading strategies across diverse educational contexts. Large-Scale Assessments in Education, 13(1), 4. https://doi.org/10.1186/s40536-025-00240-3
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading.
Hardy, J. E., & Rodrigo, V. (2025). Incorporating Extensive Reading into the Foreign Language Curriculum.
Harimurti, K. F., Basthomi, Y., & Zen, E. L. (2023). EFL students’ preferences on metacognitive reading strategies within an extensive reading program. Journal on English as a Foreign Language, 13(1), 171–194. https://doi.org/10.23971/jefl.v13i1.5640
Hidayat, A., & Nurinayah, A. (2019). THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TO IMPROVE STUDENTS’ READING COMPREHENSION. PROJECT (Professional Journal of English Education), 1(1), 1. https://doi.org/10.22460/project.v1i1.p1-8
Hidayati, M., Basthomi, Y., & National Institute of Education, Nanyang Technological University, Singapore. (2022). Extensive reading research: What have we learned and what questions remain? Asian Journal of English Language Studies, 10, 1–61. https://doi.org/10.59960/10.a1
Huynh, D. P. (2022). Extensive Reading on Postgraduate Students’ Perceptions and Its Effects on Reading Comprehension. International Journal of TESOL & Education, 2(4), 32–47. https://doi.org/10.54855/ijte.22243
Indriastuti, N. R., & Mustikawati, D. A. (2021). The Students’ Strategies to Engage with Extensive Reading. Advances in Social Science, Education and Humanities Research, 581.
Indriastuti, N. R., Mustikawati, D. A., & Asiyah, S. (2023). STUDENTS’ HOTS THROUGH EXTENSIVE READING: A CONTENT ANALYSIS IN READING CLASS DISCUSSIONS. 12(2).
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL.
Iwata, A. (2022). An extensive reading program as an educational intervention in an EFL classroom.
Judge, P. B. (2013). Driven to read: Enthusiastic readers in a Japanese high school’s extensive reading program. 23(2).
Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students. Sage Open, 12(4), 21582440221138069. https://doi.org/10.1177/21582440221138069
Khonamri, F., & Farzanegan, M. (2016). LITERATURE-BASED EXTENSIVE READING ACCOMPANIED BY READING LOGS: A CASE FOR DEVELOPING CRITICAL THINKING SKILLS OF ENGLISH LITERATURE STUDENTS. International Journal of Education, 9(1), 56. https://doi.org/10.17509/ije.v9i1.3719
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2).
Koné, K. (2023). Reading Circles: Triggers for Increased Engagement of EFL Learners in Extensive Reading. Teaching English as a Second or Foreign Language--TESL-EJ, 27(3). https://doi.org/10.55593/ej.27107a2
Krampah, S. O. (2022). IMPACT OF EXTENSIVE READING ON ENGLISH LANGUAGE COMPETENCE: A CASE STUDY OF JUKWAA SENIOR HIGH SCHOOL. International Journal of Engineering Applied Sciences and Technology, 7(1), 30–35. https://doi.org/10.33564/IJEAST.2022.v07i01.005
Krashen, S. D. (2004). The power of reading: Insights from the research. Portsmouth, NH: Heinemann.
Levy, L. S. (2017). Extensive Reading in English as a Foreign Language/English as a Second Language Contexts.
Lu, P., Schroeder, S., Burris, S., Rayfield, J., & Baker, M. (2022). The Effectiveness of a Metacognitive Strategy during the Reading Process on Cognitive Allocation and Subject Matter Retention. Journal of Agricultural Education, 63(2), 201–218. https://doi.org/10.5032/jae.2022.02201
Mahmood, M. A. (2022). The Role of Reading in Enhancing EFL Learners’ Language Proficiency. Qalaai Zanist Scientific Journal, 7(4). https://doi.org/10.25212/lfu.qzj.7.4.49
Malakowsky, D. (2023). A Modified Extensive Reading and Repeated Reading Intervention with Adult ESL Students.
Meng, F. (2009). Developing Students’ Reading Ability through Extensive Reading. English Language Teaching, 2(2), p132. https://doi.org/10.5539/elt.v2n2p132
Mihwa, T., & Nation, P. (2003). Technical vocabulary.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION. TEFLIN Journal - A Publication on the Teaching and Learning of English, 30(2), 171. https://doi.org/10.15639/teflinjournal.v30i2/171-186
Nur Fitria, T. (2023). Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems: Keywords: extensive reading, reading, reading English, teaching reading. ENJEL: English Journal of Education and Literature, 2(01), 76–85. https://doi.org/10.30599/enjel.v2i01.471
Putri, Z. F. S., & Damayanti, I. L. (2025). Pleasure Reading, Better Understanding: A Young EFL Learner’s Journey in Digital Extensive Reading. Journal of Foreign Language Teaching and Learning, 10(2), 153–181. https://doi.org/10.18196/ftl.v10i2.25269
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading: Why aren’t we all doing it? English Language Teaching Today: Linking Theory and Practice (pp. 175–184).
Sahibzada, A., Haqyar, N., & Sahibzada, A. (2024). The Effect of Extensive and Intensive Reading Strategies on EFL Learners’ Vocabulary Improvement. International Journal of Current Science Research and Review, 07(10). https://doi.org/10.47191/ijcsrr/V7-i10-32
Salameh, L. A. M. (2017). Investigating the Effect of Extensive Reading on EFL Learners’ Reading Attitudes at Hail University in KSA.
Serrano, R. (2023). Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening. Education Sciences, 13(5), 493. https://doi.org/10.3390/educsci13050493
Susser, B., & Robb, T. N. (1990). EFL Extensive Reading Instruction: Research and Procedure.
Taguchi, E., Gorsuch, G. J., & Sasamoto, E. (2006). DEVELOPING SECOND AND FOREIGN LANGUAGE READING FLUENCY AND ITS EFFECT ON COMPREHENSION: A MISSING LINK.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. J. (2004). Developing reading fluency in EFL.
Tanaka, H. (2007). INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING.
Thi Ngoc Yen, T., Foreign Languages Department, Vinh University, Nghe An, Vietnam, Viet Hung, N., & Foreign Languages Department, Vinh University, Nghe An, Vietnam. (2024). THE EFFECTS OF EXTENSIVE READING ON EFL UNIVERSITY STUDENTS’ READING COMPREHENSION AND READING RATE. Vinh University Journal of Science, 53(4C), 57–66. https://doi.org/10.56824/vujs.2024c120c
Thongsan, N., & Waring, R. (2024). Challenges in Implementing Extensive Reading in Thailand. rEFLections, 31(2), 457–477. https://doi.org/10.61508/refl.v31i2.274278
Thongwichit, N., & Buripakdi, A. (2021). A Glimpse of Metacognitive Reading Strategy Instruction Through Modeling Technique in ESP Class at the Tertiary Level. LEARN Journal: Language Education and Acquisition Research Network.
Vermunt, J. D. (1995). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10(4), 325–349. https://doi.org/10.1007/BF03172925
Wijaya, K. F. (2021). The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts. Acuity: Journal of English Language Pedagogy, Literature and Culture, 6(2), 107–117. https://doi.org/10.35974/acuity.v6i2.2482
Wulyani, A. N., Utami, W., & El Khoiri, N. (2022). Challenges in implementing extensive reading (ER) programs: Voices from English teachers at Indonesian secondary schools. Pegem Journal of Education and Instruction, 12(1). https://doi.org/10.47750/pegegog.12.01.08
Yulita, D., & Napitupulu, M. H. (2023). Metacognitive reading strategies in EFL context: A systematic literature review. Indonesian Educational Research Journal, 1(1), 18-25.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ida Maulida, Endry Boeriswati, Ifan Iskandar
This work is licensed under a Creative Commons Attribution 4.0 International License.
