THE INFLUENCE OF EXTENSIVE READING ON VOCABULARY RETENTION IN EFL LEARNERS AT DONG NAI TECHNOLOGY UNIVERSITY

Abstract

This study looks into the impact of extensive reading on vocabulary retention among English as a Foreign Language (EFL) students at Dong Nai Technology University. A total of 137 non-English major students took part in an eight-week extensive reading program that included graded books and self-selected online reading resources. A pre- and post-test design assessed vocabulary retention, while reflective journals and a post-treatment questionnaire explored students' perceptions of extensive reading. Quantitative data were analysed using paired-sample t-tests, while qualitative responses were thematically investigated. The findings show a significant improvement in students' vocabulary retention after prolonged reading exposure, which is consistent with meta-analytic data indicating extended reading promotes vocabulary learning in EFL contexts (Saito & Webb, 2020; Yamashita, 2013). Furthermore, the students reported improved motivation and confidence in acquiring new vocabulary through contextualised reading, which supports previous research that suggests repetition and context are critical for long-term vocabulary retention (Thongsan, 2023; Waring & Takaki, 2003). These findings confirm the usefulness of extended reading as an effective instructional method in EFL environments, implying that prolonged reading activities should be included in university English programmes to improve vocabulary development. The pedagogical implications and directions for future research are discussed.