許多研究均證實廣泛地閱讀(Extensive Reading)對於英語學習者各項英語能力有相當大的幫助。許多語言教師及研究者都對廣泛閱讀取向(Extensive Reading Approach)做了很多研究與實踐。然而雖然近年來許多關於廣泛閱讀有益於語言能力的發展的研究不斷累積，廣泛閱讀取向在各項英語教學活動中似乎較不受台灣英語教師的青睞。台灣目前許多相關研究仍主要以高等教育如大學生為對象。廣泛閱讀對於英語初學者的影響似乎較不受重視。因此，本研究使用前測後測之實驗設計來探索國民中學一年級英語課廣泛閱讀方案的成效。研究中同時實施一份閱讀態度問卷以瞭解學生們對於英語閱讀的閱讀習慣及動機。本研究中，實驗組於學期中共進行17次的廣泛閱讀活動。研究結果顯示實驗組及控制組實驗前後的進步程度均達到顯著水準，然而兩組間並無顯著差異。此結果可能意謂廣泛閱讀方案並非進步的主因。儘管如此，實驗組的學生均給廣泛閱讀方案正向的回饋。研究中同時討論各種可能影響實驗結果的因素。本研究結論進一步支持國民中學英語課廣泛閱讀方案是可行的教學活動之一。 It is widely accepted that learners of English benefit from reading extensively. Extensive Reading (ER), as a foreign language learning approach, has been studied and practiced by teachers and researchers. Although a large body of research on the effects of ER on language development has accumulated in recent years, ER does not get much attention in the language classroom in Taiwan. Many ER studies in Taiwan focus on tertiary education. The role of ER for English learners at the beginning level is rarely explored. Using a pre-post research design, the present study aimed to investigate the effects of ER as a supplement to a seventh grade English class. A questionnaire was also conducted to investigate students’ reading habit and motivation toward reading English. The experiment group received 17 sessions of ER activities in the ER program. Both groups made significant improvement in the end. The results suggested that the improvement could not be attributed to the ER program. Despite this, the subjects in the experiment group gave positive feedback toward the ER program. Several factors that might influence the results of the tests were also discussed. This study may enhance teachers’ belief that adopting ER activities into a junior high school English class is feasible.