| This qualitative study describes the attitudes and beliefs of two groups of ESL learners regarding extensive reading of authentic texts. In particular, it aims to focus on their beliefs and attitudes regarding vocabulary development through extensive reading of authentic materials. It investigates their point of view toward their experience with extensive reading in a three-month ESL course called Reading Club in which extensive reading was the main focus of the course. The participants consist of two groups of ESL learners, one of which includes five students while the other includes four students.; Using multiple qualitative methods including interviewing, document analysis, notes, and email follow-ups, this study has attempted to answer a group of research questions relevant to the following points: (1) the attitudes and beliefs of ESL students regarding extensive reading of authentic texts; (2) their attitudes and beliefs concerning vocabulary development through extensive reading of authentic texts; (3) the strategies they report they have used when handling unknown words encountered while reading; (4) the difficulties they report they have encountered when reading authentic texts; (5) the benefits they think they gain from extensive reading of authentic materials in terms of language improvement in general, and vocabulary development in particular; and (6) their attitudes and motivation regarding whether they would continue to do extensive reading and recommend it as a means of language development.; The findings indicate that despite various reading difficulties they have encountered, the students of both groups have positive attitudes toward extensive reading of authentic texts and are motivated to read after the course has finished. The findings also show that extensive reading has helped students develop and improve various language skills, including vocabulary, reading for meaning, grammar, listening, speaking, and pronunciation. The most salient finding is that both approaches, incidental and intentional vocabulary learning, have been employed to develop second language vocabulary. |
