ABSTRACT
This chapter addresses how extensive reading can be supplemented with extensive listening and having students provide creative written responses. English as a Foreign Language (EFL) pedagogy in Japan continues to be characterized by the transmission style of education, in which the teacher transfers knowledge to the students, and the grammar-translation method. One of the assumptions educators may bring to extensive reading programs is that students will transfer the skills from reading to oral communication. The discussion of the role of the interlocutor raises the broader concern of the participation of the learner not only with a single interlocutor but also with a range of interlocutors in the community. Comprehension questions sometimes feature in graded readers, but do not reflect the ideals of modern pedagogy. Extensive reading and listening are intrinsically worthwhile activities, but providing a creative written response can harness this input to promote higher order thinking skills. Many students indicated the benefits of supplementing extensive reading with listening.
