Students’ perceptions of reading response journals and MReader quizzes

Abstract

The reading response notebook has been regarded as an effective means of involving students in genuine reading and writing activities. I have implemented an extensive-reading response notebook in my reading-skills courses. This paper presents the rationale behind the use of this notebook in language learning and the procedures of my instruction. Students’ perceptions of their extensive reading and notebook-writing experiences are examined. Findings obtained from a small research study indicate that students give broad support to writing their responses in a dedicated notebook when reading fiction, and perceive the approach as a positive means of developing reading and writing skills.