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This article investigates English novel reading effects in EFL learning through a five-day English Novel Reading Camp using a discussion-oriented children’s novel. Participants included thirty-eight senior high students, with data from journals, surveys, group discussions, and interviews.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-english-a-study-of-english-novel-reading-camp/428837/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-english-a-study-of-english-novel-reading-camp/428837.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the goal of the English Novel Reading Camp in this study?","Question",{"text":113,"@type":114},"The camp aimed to explore how English novel reading influences EFL learning by helping students become familiar with reading strategies and activities and with reading for pleasure.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How many students participated, and what data were collected?",{"text":118,"@type":114},"Thirty-eight senior high school students participated. Data included journal writing, surveys, group discussions, and interviews for analysis.",{"name":120,"@type":111,"acceptedAnswer":121},"What did students report after completing the camp?",{"text":122,"@type":114},"More than 90% believed they learned a great deal and wanted to attend similar camps. They also felt English children’s novels were less difficult than expected and experienced achievement, vocabulary growth, and deeper reflection on life, family, and friendship.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},428837,1790819557,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":29},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Mediterranean Journal of Social & Behavioral Research  \n2020, 4(2), 31-34  \nISSN 2547-8559 (Print)  \nISSN 2547-8567 (Online)  \n[https://www.mjosbr.com/](https://www.mjosbr.com/ Research Article)[ Research Article](https://www.mjosbr.com/ Research Article)  \nOPEN ACCESS  \nLearning English: A Study of English Novel Reading Camp  \nHsiao-Fang Cheng 1*  \n1 National United University, \\#1 Lien-da, Kung-cheng Li, Miaoli 360, TAIWAN  \n*[Corresponding Author:](Corresponding Author: hfcheng@nuu.edu.tw)[ hfcheng@nuu.edu.tw](Corresponding Author: hfcheng@nuu.edu.tw)  \nCitation: Cheng, H.-F. (2020) . Learning English: A Study of English Novel Reading Camp. Mediterranean Journal of Social & Behavioral  \nResearch, 4(2), 31-34. [https://doi.org/10.30935/mjosbr/9598](https://doi.org/10.30935/mjosbr/9598)  \nNote: This article was presented in ICOINE 2014 : 3rd International Conference on Interdisciplinary Research in Education, 29-31 October 2014, Milano, Italy.  \nABSTRACT  \nReading is an active involvement and mutual interaction between the reader and the text. Many studies show that reading causes a dramatic improvement in writing and literacy development. Teachers who adopt children’s novel in their teaching believe students can achieve higher levels of reading comprehension in critical thinking and experience the essence of reading for pleasure. To explore the effects of English novel reading on EFL learning, a five-day English Novel Reading Camp was held to help students familiarize with reading strategies and activities as well as reading for pleasure. A children’s novel which provides topics for discussion was used. The participants were thirty-eight senior high school students from a high school in central Taiwan. Data gathered for analysis included their journal writing, survey, group discussions, and interview. This study found that more than ninety percent of the students thought they had learned a lot from this camp and would like to attend similar camps in the future. They found that reading English children’s novel was not as difficult as they thought before. Finishing reading it, they felt an excellent sense of achievement that they had never had before in learning English. They stated that they not only gained more vocabulary, but also realized the value of life, the importance of family and friendship. They also experienced how to interact with the text, illustrate some plots, initiate questions, exchange ideas or negotiate with their peers. This camp helped them be involved in literature discussion for meaning making, connection, and critical thinking. It is hoped that the results of this study will provide ideas concerning literacy development and an alternative method for developing EFL student’s English proficiency.  \nKeywords: children’s English novel, critical thinking, reading for pleasure  \nReceived: 11 Mar. 2020 􀂐 Revised: 10 Jun. 2020 􀂐 Accepted: 09 Jul. 2020  \nINTRODUCTION  \nFor many foreign language learners, reading is one of the most important skills to acquire linguistic features, develop proper communicative competence, and obtain new information and knowledge. Especially in higher education, most academic materials are written in English; therefore, the ability to read the written language ata reasonable rate and with good comprehension has become a must and key to success for most learners. Effective reading is critical. Grabe and Stoller (2002) state that learning to read does not mean learning rules and separate strategies and practicing them outside of the reading context. Like any other skill, reading from texts to synthesize information requires systematic training and practice (Brown, 2002) . It is necessary to make it a habit to read in the target language on a regular basis and to set aside a certain amount of time every day to do some reading. Regular practice will improve the learner’s ability to quickly and automatically recognize words. This, in turn, will lead to an improved reading rate. As learn","cbCaivQtiXuj24c0","https://ap.wps.com/l/cbCaivQtiXuj24c0","pdf",164560,"English","# Abstract\n# Introduction","[{\"question\":\"What was the goal of the English Novel Reading Camp in this study?\",\"answer\":\"The camp aimed to explore how English novel reading influences EFL learning by helping students become familiar with reading strategies and activities and with reading for pleasure.\"},{\"question\":\"How many students participated, and what data were collected?\",\"answer\":\"Thirty-eight senior high school students participated. Data included journal writing, surveys, group discussions, and interviews for analysis.\"},{\"question\":\"What did students report after completing the camp?\",\"answer\":\"More than 90% believed they learned a great deal and wanted to attend similar camps. They also felt English children’s novels were less difficult than expected and experienced achievement, vocabulary growth, and deeper reflection on life, family, and friendship.\"}]","Learning English - A Study of English Novel Reading Camp | PDF",1790647837]