As universities move to offer content classes in the medium of English, students face the challenge to handle large amounts of reading. Research in English as a Foreign Language (EFL) suggests that extensive reading (ER) can strengthen fluency as well as improve attitudes toward reading. While most ER researchers recommend graded readers, sociocultural approaches suggest that shared texts may also prove effective. In this paper, I report on a qualitative investigation of a required first-year reading class which incorporated selective components of ER : a large quantity of interesting text, read for enjoyment with a focus on meaning, not translation. Students overwhelmingly endorsed ER, reporting faster reading speeds and more positive attitudes, yet a number of students felt that their vocabulary declined, due to skipping unknown words. However, diagnostic tests suggested that although academic vocabulary may have declined slightly, general vocabulary likely increased. While a modified ER approach may be effective, it may be helpful to supplement reading with vocabulary practice and to "sell" students on the idea of ER.

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