Abstract:
Reading is one of the key skills in language learning. Extensive reading approach to teaching
reading has remarkable impact in English as a foreign language (EFL) context, especially
where English serves as a medium of instruction. In Ethiopia, despite this reality, extensive
reading receives may be theleast attention in the teaching language and research arena. This
study aims to investigate the perceptions of EFL teachers’ and learners’ on the role of
extensive reading in developing the learners’ language competences. This study was
conducted in the secondary school context with EFL students and teachers at AMSS Bishoftu,
Oromia during 2013/2014 academic year. To put this in to effect, both quantitative and
qualitative approaches were employed. The findings suggest positive view of extensive reading
on the learners’ language competence development. Teachers are aware of the benefits of
extensive reading. Yet, they view its possible implementation as difficult in the present
situation of student’s background and school system. The contributive factors that are
perceived by teachers and students as influencing the implementation of extensive reading in
the school context are related mainly with lack of motivation and appropriate reading
materials. The study also showsthe place of extensive reading in the syllabus is simply a mere
indication of its significance. The study also revealed that credit or score may be a key factor
to encourage students to read. The practice of extensive reading could be possiblyrealized if
English department takes the initiative to exploit available opportunities to coordinate all
parties and create a reading community in the school.
