Abstract
The purposes of this study were 1) to examine the results of a questionnaire administered after online extensive reading as an out-of-classroom activity from a motivational perspective and to identify the factors that lead to many of the readings. 2) To clarify whether there is a difference in the factors that influence reading more online between the upper group and the lower group, and if so, what factors are responsible for this difference. The sample includes 352 second-year students in the second semester of 2022 academic year. The data was collected by using 29 items online questionnaire about students’ suggestions regarding Japanese online extensive reading from September 1 – 16, 2022. The data analyses were based on frequency, percentage, mean, standard deviation, and T-test. The analysis resulted in categorizing into five groups. From this, it was found that the primary motivation for students to engage in extensive reading was related to scores and grades. Furthermore, the items that showed differences between the upper group and the lower group were 10 items in which upper group students felt that their Japanese language proficiency improved through extensive reading. This result indicates that students in the lower groups need support from their teachers.
