This qualitative experimental study examines the utilisation of an Extensive Reading Programme from the perspective of ESL students’ reader response. It seeks to examine the kind of written responses produced by the mediocre and low proficiency ESL students based on the Reader Response Approach, the outcome of using Reader Response Approach in the Extensive Reading Programme and the experiences of the ESL students towards the Extensive Reading Programme. The study was conducted for a duration of three months in a secondary school in Teluk Intan. The participants of this study included an ESL teacher and six Form 4 students, comprising three females and three males. The researcher documented data through four sources: classroom observations, interviews with the teacher and students, response journals and examination marks. Findings indicated that the Extensive Reading Programme and the use of Reader Response Approach not only enabled the students to come up with various st.....

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