@article{oai:kanagawa-u.repo.nii.ac.jp:00002100,
 author = {Kawachi, Tomoko and 河内, 智子},
 journal = {国際経営論集},
 month = {Nov},
 note = {Extensive reading (ER) has been shown to be an effective approach to both improving students’ language skills and nurturing positive attitudes toward language reading and learning. However, although the approach has proven to be effective for many learners, as with any teaching approach, it does not seem to work equally well for all learners. The current study hypothesized that learning style might be a factor influencing learners’ achievement in and attitude toward ER, and investigated the relationship between learning style, amount of reading, and attitude toward ER, using Cohen, Oxford, and Chi’s (2009) Learning Style Survey (LSS). The results showed weak relationships between learning style and reading amount as well as between learning style and attitude toward ER, in both cases found in only a few of the learning style dimensions. The study suggests on this basis that it will be useful to combine quantitative data gained from learning style measurement tools with qualitative data gained from learner observations and discussions, in order to provide appropriate guidance to students in ER programs., Article, Article},
 pages = {59--77},
 title = {Extensive Reading and Learning Style},
 volume = {50},
 year = {2015}
}