Do Algerian EFL Undergraduate Students Read Enough to Allow Implicit Vocabulary Learning to Take Place?

Abstract

Based on the premise that reading is an important source of knowledge and linguistic input, the present study hypothesized that Algerian EFL students do not read enough to allow adequate and continuous vocabulary learning to take place which negatively impacts their language proficiency. Therefore, the study endeavoured to scrutinize the reading habits of our students taking as case study Djillali Liabes English Department undergraduate students and using a quantitative approach with a questionnaire as a data collection tool. As expected, the findings uncovered the poor reading habits of our EFL students and pointed to the home as well as the classroom environment as the main agents sharing responsibility for this problematic situation.

Keywords

• EFL Context
• Intensive/Extensive Reading
• Reading Comprehension
• Reading Habit
• Vocabulary Knowledge