A STUDY ON NON-ENGLISH MAJORS’ PERCEPTIONS OF EXTENSIVE READING’S INFLUENCE ON THEIR WRITING SKILLS AT QUY NHON UNIVERSITY.

Abstract

Extensive reading (ER) has been increasingly recognized as a valuable source of comprehensible language input in EFL contexts, yet its role in supporting writing development among non-English major learners remains underexplored. This study investigated non-English major freshmen's perceptions of extensive reading and its influence on their writing skills at Quy Nhon University. A Likert-scale questionnaire was administered to 112 first-year students following a three-week extensive reading program, with descriptive statistics and thematic analysis applied to quantitative and open-ended data respectively. Findings revealed broadly positive perceptions across four writing dimensions - vocabulary, content, grammar, and organization - with vocabulary receiving the highest ratings. Common difficulties included sustaining reading habits and transferring input into writing. The study concludes that extensive reading warrants more formal integration into English curricula for non-English majors.

Keywords: extensive reading, EFL writing skills, learner perceptions, non-English majors, reading-writing connection, Quy Nhon University.