Book reports are a standard assignment in English reading classes. When shared orally, book reports can be stimulating, provide a structure for summarizing (Waring, 2007), use all four skills, stimulate critical thinking (Helgesen, 2008), provide a sense of community and provide opportunities for the instructor to act as both guide and model reader (Day & Bramford, 2002). However, book reports can be time-consuming for both teachers and learners and may even interfere with the enjoyment of reading. By reducing the workload and adding variety and creativity to the book reports, this activity can reduce boredom and fatigue as well as be empowering and stimulating. This presentation will look at the benefits of book reports, how to reduce the amount of time and effort students need to complete them, and examples of different book reports teachers can assign. This presentation will also give a summary of student survey results of the most popular types of book reports and offer advice on how best to assign them.
John Howrey, Senior Language Instructor
About the presenter:
John Howrey earned a Master’s degree in TESL from Bowling Green State University, Ohio, USA in 1998. His academic interests are rhetoric and composition, writing portfolios, formative feedback, and content-based instruction. He is currently a Professor and Senior Language Instructor in the Foreign Language Education Center at Nanzan University in Nagoya, Japan. He has been teaching ESL/EFL for over 25 years in both the United States and Japan. He has authored over 20 articles including co-authoring the textbook はじめてのLegal Issues: 40時間トレーニング [Introduction to Legal Issues: 40 Hours of Training].