Abstract

This study investigates the impact of Extensive Reading (ER) on reading interest in a military context. It involved 40 third-year cadets at the Vietnam Naval Academy and employed a mixed-methods action research design, including questionnaires, classroom observations, and learner feedback. The results (Mean ± SD) indicated a clear improvement across all measured variables, particularly reading interest. Qualitative findings also revealed a shift from task-based to more active reading behavior. The findings suggest that ER enhances reading interest through accessible input, reduced cognitive load, and greater learner autonomy. Overall, ER is a feasible approach to fostering sustained reading interest in English teaching in military contexts.

Keywords: Action research, extensive reading (ER), learner autonomy, military context, reading interest.