Much attention has been devoted to Extensive Reading (ER) to better understand its pedagogical effects on language learners. In this study, we focus on the teaching principles of ER and call for a re-visitation of the Freedom principle (“Learners choose what they want to read”) that has been frequently used by practitioners and researchers of ER. Based on the focus group data collected from enthusiastic readers who participated in ER as a classroom activity and read beyond the designated class goal, we examined how these students chose what they wanted to read in an English-for-Academic-Purposes (EAP) context. The findings suggest that the Freedom principle, while allowing student autonomy, incurs complications in the implementation of ER. Students may experience frustration if given a limited choice of books, providing support for the Freedom principle. However, as students freely choose their books, the activities they engage in may become incompatible with other ER principles. Drawing on the focus group data, we will discuss the details of such complexities and conclude with pedagogical implications.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Ten Principles of Extensive Reading
    2.2. The Freedom Principle of ER
3. METHOD
    3.1. Participants
    3.2. Research Context
    3.3. Data Collection and Analysis
4. RESULTS AND ANALYSIS
    4.1. Restricted Choice Leading to New Interests and Sources of Pleasure
    4.2. Need for a Wider Variety of Reading Materials
    4.3. More Freedom Leading to Other Reading Motives
5. DISCUSSION AND CONCLUSION
REFERENCES

• Eunseok Ro(Kangwon National University)
• Josephine Mijin Lee(Department of English Education, Ewha Womans University)