本研究的結果可作為英語教學者在設計閱讀課程時的參考， 藉此更期許能讓更多學習英語的學生享受””悅”讀的樂趣。 The purpose of this study is to explore the extensive reading process and to describe how it might be used in EFL reading instruction. Fundamental to this research is the assumption that the adaptation of popular fiction as the major reading material, coupled with a consistent practice of writing procedure, students would improve their performance in reading and writing. The subjects were fifteen junior students from the English department at the university level. The data were collected from pre- and post-questionnaires, classroom observation, and students’ response journals. The results of the study indicated that the use of popular fiction received mixed reactions from the participating students. But overall, the choice of a popular fiction appealed to the students and created lasting interest along the course of their reading. The results of the study also indicated that the writing procedure helped facilitate better understanding of the text. More importantly, students’ attitudes toward reading book-length English materials changed from passive to active after they gained confidence from finishing the designated reading material of this study. This study may serve as reference for language teachers who are seeking ways to improve their reading instruction and to make students become readers who enjoy reading.
