An Extensive reading of A Study in Scarlet

Abstract

This thesis presents a mixed-method based on two lesson plans that introduces reading strategies for students to experience mastery through reading English fictional literature. One class in middle school participated in the study, and they completed the lessons where they had the opportunity to read A Study in Scarlet through different text expressions. During the reading, the students were given different tasks to accompany the reading, as well as opening up for peer and class discussions. After completing the lessons, the students were asked two write a reflection note where they reflected upon their feelings towards the lessons and improvements that could be made. The goal was to examine whether the students experienced mastery through facilitation when reading in English, as well as giving them reading strategies that would inspire their desire to read outside the classroom. The research aims to find strategies that teachers can use when facilitating reading for everyone in the class, as this element is essential within teaching in Norway. The findings are measured against previous research on extensive reading, motivation, facilitation, and reading in the L2 classroom. The study and its findings can hopefully contribute to a wider understanding of the factors that motivate middle school students to read in L2 English.