# data[].attributes.body
I am Nilufar Mukhammedova, Adjunct Professor at MA TESOL program, Webster University in Tashkent, Uzbekistan. This research was conducted at the Uzbek State World Languages University. This Universtiy offers undergrade courses in TESOL pedagogy and prepares language teachers. Undergraduate students study 4 years and pre-service teacher training curriculum consists of Language Modules in Year 1 and Methodology modules in years 2, 3 and 4. I have Academic Reading class with Year 1 students who are at their age of 18 - 20. In the first and second semesters students take the following Language Modules:

1. Listening and Speaking (27 hours)

2. Integrated Skills (27 hours)

3. Intensive Reading (18 hours):

Extensive Reading (18 hours)

4. Writing (36 hours)

5. Communicative grammar (30 hours)

6. Vocabulary (30 hours)

7. Independent Study Skills (18 hours)

I conduct classes to groups of 16 students, who are mostly at B1 and B1+ level.

The learning outcome of the Language Modules state that by the end of the Language Modules should be able to reach B2 level of English proficiency.

# data[].attributes.body
One of the Language Modules is Intensive Reading module. This module includes Intensive and Extensive Reading classes, each one including 18 hours of classes. Students usually have Intensive Reading class that focuses on reading different types of text and discussing content and language based on certain tasks. Fiction, story was not one of the text types that students worked with. Classes were monotonous as students were mainly doing True/False, MCQ, Comprehension questions. In order to bring variety to the class, fiction reading was integrated to this module. This way, fiction reading became as Extensive Reading sub module in Intensive Reading module.

How to Integrate Extensive Reading Module with Academic Reading Module?

# data[].attributes.body
Exploring my perceptions:

1. What went well in Extensive Reading class with Year 1 students?

2. Other Perceptions:

1. What do my students think went well in the Extensive reading classes?

- What do my students think what contributed to make them read what I assigned? (how does the length of the fiction affect students’ performance in the classroom?

3. - What kind of activities do my students like to do when discussing the fiction or story?

- What problems do my students have in fiction reading? How did they overcome?

4. Other’s behaviour

1. When I provide some longer reading texts, how would my students react and

do/say?

2. When my students say this chapter is boring/interesting - expresses their opinions, what do I do?

# data[].attributes.body
Samples of students' works: assignments and reading logs of 15 students

Questionnaire: 60 students

Group discussions with focus questions: 6 teachers who taught the course

Link to samples of tools

https://docs.google.com/document/d/1caMFm2Cob12B4PuM2sMmtZYwFJyDf9qUiO9qRKPlLkQ/edit?usp=sharing

# data[].attributes.body
Questionnaire:

1. 48 students like reading fiction

2. in English: most of them read "Pride and Prejudice" and "David Copperfield"

in Uzbek: stories and modern novels

in Russian: those who know Russian, can read fiction in Russian.

3. In Extensive Reading Module, students read "Little Dorrit" and "Great Expectations" by Ch. Dickens. adapted verion by Macmillian Publishers.

4. Suggest reading the novels:

Yes: level was appropaite, culture is interesting to know, learned about the people in the XIX century England, learned many new words, developed speaking, liked discussions with groupmates.

5. Difficulties and Challenges:

you should know what events, things happened at that period in England; there are some cultural words that we do not know; you should know many things about English people, e.g., their behaviour, how they speak to each other, different social classes. We were assigned to read more than 3 chapters for each class, there were words that required us to do some extra readings, such as the etymology of the words, or being familiar with the history.

6. Tasks they liked: discussions and comprehension questions, sequencing the events, character analysis.

7. Why liked/disliked reading the novels:

70% of the students liked readng the novels;

Reasons: learned many new words; enriched their knowledge; learned about English culture of that period, can answer why questions with confidence.

# data[].attributes.body
Exploring my perceptions:

1. Topic should be appropriate for the age of students.

2. Selected novels should raise a problem, issue for discussion.

3. Students should be familiar with the topic.

4. Topic should raise different levels of thinking and students should be actively involved in speaking tasks.

Other Perceptions:

1. Discussion and other forms of speaking tasks found to be engaging for students.

2. Students enjoyed doing projects, poster presentations and analysis with diagrams.

3. Language level of the reading should be appropriate for students' level/I+1.

4. Number of pages they were assigned to read should be between 6-8 pages.

5. More speaking tasks and few writing tasks with more guiding questions should be used in the module.

6. Students were actively engaged in preparing posters, presenting what they have read, activities with diagrams like character analysis, groups discussions and tasks with comprehension questions.

7. Undersstanding culture and cultural terms were very challenging for students.

8. Teacher should be familiar with history of England very well as students would ask for more input, background information.

9. Some of the students did extra reading to understand the problems raised in the novel.

4. Other’s behaviour

10. Students would ask for longer time to read the assigned pages from the novel.

11. Students would ask a teacher to divide the reading between groups/pairs.

12. Students would ask for providing them with focus questions for reading.

13. I usually ask questions like "What was boring?" "give me examples", "Why was it boring?"

# data[].attributes.body
Appropriate level of reading

familiar topic

culturally appropriate reading

reading that gives students knowledge about culture, history

support students with background context of the reading

implement best practice with next group of students

# data[].attributes.body
1. Extensive reading can be integrated if there are short periods of time: students had 2 classes of Extensive reading in one week.

2. Graded readers work best with Year 1 students.

3. Speaking activities, use of posters and diagrams in group works, focus questions for discussions work well with students.

4. Few writing tasks but with guiding questions also work well in this class.