Extensive Reading Coursebooks in China

Willy A. Renandya, Guangwei Hu, Y. U. Xiang

Research output: Journal article publicationJournal articleAcademic researchpeer-review

4 Citations (Scopus)


This article reports on a principle-based evaluation of eight dedicated extensive reading coursebooks published in mainland China and used in many universities across the country. The aim is to determine the extent to which these coursebooks reflect a core set of nine second language acquisition and extensive reading principles. Our analysis shows that while some of the coursebooks contain features that comply with these principles to an extent, the rest exhibit features of traditional intensive reading coursebooks. Most of these coursebooks contain reading materials that are linguistically too demanding and tasks that are cognitively and affectively unappealing. As a result, they are unlikely to achieve their designated purposes.
Original languageEnglish
Pages (from-to)255-273
Number of pages19
JournalRELC Journal
Issue number3
Publication statusPublished - 1 Jan 2015
Externally publishedYes


  • Coursebook evaluation
  • Extensive reading
  • Intensive reading
  • L2 proficiency
  • SLA principles

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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