Identifying Teachers’ Beliefs in Extensive Reading

The purpose of this study is to identify teachers' beliefs in running an extensive reading program, for which, three research questions were investigated:(1)what are language teachers' beliefs regarding ER?; (2)how do teachers' beliefs influence their students' reading attitudes?; (3)what do teachers consider to be the most difficult aspect of ER? In the data collection procedure, questionnaire and in-depth interviews were employed. This study indicates that teachers' attitudes including the methodology and pedagogy can influence students' attitudes toward ER. Based on the findings, this study also calls attention to the fact that teachers' beliefs were challenged and changed in implementing ER in a reading class. Finally, this study identifies the underlying theme of teachers' pedagogical perspective, asserting that extensive reading can make an excellent complement to intensive reading in the current Korean college context.