Several in-depth and experimental research have been carried out on the positive results of extensive reading (ER) over the past several years in the areas of ESL/EFL. However, several of the studies include limitations that raise doubts about the claimed positive outcomes. The current study adds to the small amount of well-regulated research by examining the influence of an enhanced ER program on the reading speed of 9th grade EFL learners. The research design included two classes (n = 70): The control group (CG) met for 120 min each week and received instruction, including intensive reading, grammar translation, vocabulary memorizing, whereas the treatment group (TG) received 105 min of the same instruction and 15 min of ER. The analysis uncovered that the TG made statistically significant gains in their reading speed, while the CG did not. Three measurements of effect size also indicate high levels of effect for the TG.

在过去的几年中，在ESL / EFL领域对广泛阅读（ER）的积极成果进行了一些深入的实验研究。但是，其中一些研究包括局限性，这些局限性引起了人们对声称的积极结果的怀疑。通过研究增强的ER程序对9年级EFL学习者阅读速度的影响，当前的研究增加了少量受到良好监管的研究。研究设计分为两类（n = 70）：对照组（CG）每周见面120分钟并接受指导，包括强化阅读，语法翻译，词汇记忆，而治疗组（TG）接受相同指导的105分钟和ER的15分钟。分析发现，TG在阅读速度上有统计学上的显着提高，而CG没有。效应大小的三个测量值也表明TG的作用水平很高。