EXTENSIVE READING AND VOCABULARY DEVELOPMENT IN EFL LEARNERS: A YEAR-LONG STUDY IN FERGANA PRIMARY AND SECONDARY SCHOOLS

Abstract

This study examined the effect of a structured Extensive Reading (ER) program on vocabulary development among EFL learners at Fergana schools over one full academic year. The study involved 80 students from two schools in Fergana, divided equally into an ER group and a conventional vocabulary instruction group. Students in the ER group read a large number of graded English storybooks at their own comfortable reading level, while the control group received standard vocabulary lessons based on the national curriculum. Vocabulary knowledge was measured at four points throughout the year using simple word recognition tasks and short writing samples. By the end of the academic year, students in the ER group recognized significantly more English words than those in the conventional group, and their writing showed a wider and more varied use of vocabulary. Importantly, vocabulary growth in the ER group appeared to accelerate over time, with the second half of the year producing faster gains than the first. These findings support the use of graded reader programs as a practical and effective approach to building vocabulary in Fergana school settings, and the article offers concrete recommendations for teachers and school librarians.