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Some research indicates that extensive reading (ER) supports second language grammar and writing development. However, there is as yet limited research with adult English learners. Therefore, this research aims to evaluate the relationship between ER and the development of grammar knowledge and writing ability in post-secondary level EFL learners. The study addressed some limitations in previous research by providing access to a wider variety of books, including limited accountability and more teacher modeling. Korean postsecondary EFL learners engaged in ER over one semester. Their Grammar knowledge development was measured by gain scores from standardized pre- and post-tests of structure and written expressions. Essays were assessed using a rubric developed for EFL writers that included criteria for rhetorical organization, knowledge of lexis and idiomatic expressions, grammatical competence, mechanics, and register knowledge. Results were somewhat mixed. Pre and post grammar test comparisons revealed a significant difference in grammar knowledge. However, contrary to most prior research, all correlational results showed no significant relationship between the amount of time spent reading or number of words read and grammar knowledge gains or end-of-course essay grades. These findings suggest that using ER in a semester-long course for undergraduate EFL learners may not be enough to enhance their grammar knowledge development or writing ability.
