• Jawaher Al Zeidi Middle East College, Muscat, Oman
  • Buthaina Al Quraini Higher College of Technology, Muscat, Oman



Moodle, Extensive Reading ER, EFL, Assessment, Graded Readers


Extensive Reading (ER) in the English as Foreign Language (EFL) field is of paramount importance for students' academic success. For this reason, innovative teaching and testing mechanisms must be applied in extensive reading programs in order to enhance students' language learning. This paper reports on the results of a mixed methods case study of ninety-eight Level 2 EFL foundation students at Middle East College in the Sultanate of Oman. The study explored the effectiveness of a MOODLE extensive reading program in assessing students' extensive reading skills. The MOODLE program was utilized to measure students’ understanding of the graded stories and to track their reading progress. Results of the quantitative data analysis indicated a substantial improvement in students' reading comprehension, number of attempts, motivation to read, and comfort, as well as a preference to the novel assessment method. Although both the standard and MOODLE assessment methods demonstrated significant students' gains and the success of the ER program in the context of study, the MOODLE program enhanced these gains considerably.


Aljabeli, L., & Alqahtani, A. (2017). The Impact of Reading on Improving School Leadership. PEOPLE: International Journal of Social Sciences, 3(2), 1269-1275.

Al-Nafisah, K. (2015). The effectiveness of an extensive reading program in developing Saudi EFL university students’ reading comprehension. Arab World English Journal (AWEJ), 6 (2), 98-109.

Bamford, J., & Day, R.R. (Eds.). (2004). Extensive reading activities for teaching language. New York, NY: Cambridge University Press.

Benettayeb, A. (2010). Extensive reading and vocabulary teaching. Revue Academique des Etudes Sociales et Humaines, 3, 20-30.

Benettayeb, A. (2015). Extensive reading in the EFL classroom: An approach to reading and vocabulary instruction: Case of first year-EFL (LMD) students at Hassiba Ben-Bouali University of Chlef. Retrieved from

Bollen, D., Langdon, C., & Pain, R. (2014). Analysis of an extensive reading program. 崇城大学紀要, 39, 207-217. Retrieved from

Campbell, A. P. (2012). Implementing the moodle reader module. Extensive Reading World Congress Proceedings, 1, 101-104.

Chavangklang, T. & Suppasetseree, S. (2018). Enhancing Thai EFL University Students’ Reading Comprehension through a Flipped Cooperative Classroom. PEOPLE: International Journal of Social Sciences, 4(3), 238-261.

Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. New York, NY: Cambridge University Press.

Dehghanpour, E. & Hashemian, M. (2015). Efficiency of using a web-based pproach to teach reading strategies to Iranian EFL learners. English Language Teaching, 8 (10), 30-41.

Grogan, M., Drummond, H., & Haddon, A. (2011). Extensive reading for productive English classes. In A.Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT.

Huang, Y.C. (2015). Why don’t they do it? A study on the implementation of extensive reading in Taiwan. Cogent Education, 2, 1-13.

Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91.

Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2), 192-212.

Kredátusová, M. (2007). The benefits of extensive reading in EFL. Retrieved from

Maley, A. (2009). Extensive reading: Why it is good for our students and for us. Retrieved from

Mermelstein, A. D. (2014). Improving EFL learners’ reading levels through extensive reading. The Reading Matrix, 14(2), 227-242.

Nation, P., & Waring, R. (2013). Extensive reading and graded readers. South Korea: Compass Publishing.

Pennington, W. (2011). Using the moodle reader module to facilitate an extensive reading program. 共愛学園前橋国際大学論集 第11号, 41-51. Retrieved from

Robb, T. (2013). The effect of grade weighting on student extensive reading performance. TESL Reporter, 46(1&2), 21–27.

Robb, T. (2015). Quizzes – A sin against the sixth commandment? In defense of MReader. Reading in a Foreign Language, 27(1), 146-151.

Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234–247.

Savaş, B. (2009). An application of extensive reading to English for academic purposes programs at tertiary level for functional academic literacy: A Turkish case-study. ASp,(55), 65-84. doi:10.4000/asp.254

Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.

Scott-Conley, L. (n.d.). Starting an extensive reading program. School for Int’l Training IEP, At Tokyo Jogakkan Jr. College. Retrieved from:

Simon, B. (2017). Introducing an Extensive Reading Program: Theory and practice. Journal of the Faculty of Letters, Kobe Shoin Women’s University, 6, 1-16.

Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. doi:10.1002/rrq.152.

Vaezi, R. (2013). The effect of using moodle reader as an extensive reading tool on learners’ awareness of affective dimensions of deep vocabulary knowledge. Mediterranean Journal of Social Sciences, 4(1), 353-360.

Waring, R. (1997). Graded and extensive reading: Questions and answers. The Language Teacher, 21(5), 9-12.

Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25, 234-247.




How to Cite

Al Zeidi, J., & Al Quraini, B. (2019). MOODLE AS AN EXTENSIVE READING MECHANISM: A STUDY TO FACILITATE EXTENSIVE READING IN AN OMANI EFL CONTEXT. PEOPLE: International Journal of Social Sciences, 5(1), 350–365.