III. Pedagogical Implications
In spite of the restrictions of this research, the present findings led us to the following key recommendations. 1. Integrating reading in the EFL curricula is a challenging task that requires to be rigorously thought of by senior teachers of English, at the Department of Letters and English Language-MUBs, in virtue of its incontrovertible role in enhancing and paving the way for students’ literacy development. Teachers would be first attuned to learners’ problems in reading through a series of reading activities at the beginning of the year, and then develop an appropriate reading curriculum to remedy these problems. In like manner, EFL teachers are also required to set up a reading program wherein it targets …show more content…
Together, the habit and frequency of L1 and L2 reading have become a serious handicap in the Algerian society, and I dare say we are one step away from becoming a ‘dead-society readers’. As a university researcher, it is high time to commence searching for possible solutions to this problem. Because the reward of the present study was not effective in enhancing students’ reading motivation, and in an attempt to foster the amount of time students spend reading in the classroom and thus ameliorate their motivation, proficiency gains, and the prerequisite skills and knowledge in the target language, another alternative motivating strategy, for adult university students, could be simply sustained silent reading. For second/foreign language learners, sustained silent reading has become one among the best strategies for improving intrinsic motivation, gains in literacy, and language development. It refers to students’ reading self-selected books with no assessment on what they read. Krashen (2004) regarded devoting a time of 5 to 15 minutes each day to be sufficiently enough for recreational reading. The advantages of sustained silent reading can be summarized in the subsequent quote enlightened by Krashen (2004, p.3):
The goal of [sustained silent reading] is to develop a taste for reading, to stimulate the once-reluctant reader to read more outside the school. Rather than forcing reading, and possibly making it distasteful, small doses are more likely to work. It is not the actual time reading during [sustained silent reading] that counts, it is the desire to read more than