Al-Othman, N. M. A. (2003). The relationship between online reading rates and performance on proficiency tests. The Reading Matrix, 3(3), 120-136.
Arnold, N. (2009). Online extensive reading for advanced foreign language learners: An evaluation study. Foreign Language Annals, 42(2), 340-366.
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading. Reading in a Foreign Language, 15(2), 83-102.
Bearne, E. (2005). Multimodal texts: what they are and how children use them. In J. Evans (Ed.), Literacy moves on: using poular culture, new technologies and critical literacy in the primary classroom. Portsmouth: Heinemann.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1-13.
Cahyono, S. P., & Widya, V. (2017). Improving Students’ Listen Skill through Multimodality Approach. Paper presented at the 6th ELTLT International Conference Proceedings, Semarang, Indonesia.
Chen, & Wey. (2013). The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary. Turkish Online Journal of Educational Technology, 12(2), 303.
Coiro, J. (2003). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56(5), 458–464.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214-257.
Dancey, C., & Reidy, J. (2007). Statistics Without Maths for Psychology (illustrated ed.): Pearson/Prentice Hall.
Day, R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 29(2).
De Ridder, I. (2000). Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. . Computer Assisted Language Learning, 13(2), 183-195.
Evans, J. (2005). Literacy moves on: Popular culture, new technologies, and critical literacy in the elementary classroom. Portsmouth: NH: Heinemann.
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247-273.
Hafiz, & Tudor. (1989). Extensive reading and the development of language skills ELT Journal, 43(1), 4-13.
Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33.
Hung, S. (2011). Extensive reading for undergraduate EFL learners. (Unpublished doctoral dissertation). Washington State University,
Jiang, Y. (2016). Validity of Multimodality in Autonomous Learning of Listening and Speaking. Journal of Language Teaching and Research, 7(2), 352-357.
Ko, J., Schallert, D. L., & Walters, K. (2003). Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37(2), 303-324.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S., Lee, S., & Lao, C. (2018). Comprehensible and compelling: The causes and effects of free voluntary reading. Santa Barbara, CA: Libraries Unlimited.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices & classroom learning (2 ed.). London: Open University Press.
Lao, C. Y., & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261-270.
Leu, D. J., & Kinzer, C. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35, 108–127.
Leu, D. J., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In Theoretical models and processes of reading (5 ed.). Newark, DE: International Reading Association.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice. San Francisco: John Wiley.
Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397–403.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.
Mermelstein, A. D. (2015). Improving EFL learners’ writing through enhanced extensive reading. Reading in a Foreign Language, 27(2), 182-198.
McLean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106.
Naderi Anari, N., Rostami Aboo Saeedi, A. A., & Shariati, M. (2019). The Effects of Multimodality on Reading Comprehension and Vocabulary Retention among Iranian EFL Learners. Iranian Journal of English for Academic Purposes, 8(4), 86-101.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37.
Pallant, J. (2013). Spss Survival Manual (illustrated ed.). United Kingdom: McGraw-Hill Education.
Pellicer-Sanchez, A., Tragant, E., Conklin, K., Rogders, M., Lianes, A., & Serrano, R. (2018). L2 Reading and Reading-While-Listening in Multimodal Learning Conditions: An Eye-Tracking Study. London: British Council.
Pica, T. (2005). Classroom Learning, Teaching, and Research: A Task‐Based Perspective. The Modern Language Journal, 89(3).
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
Pino-Silva, J. (2006). Extensive reading through the Internet: Is it worth the while? The Reading Matrix, 6(1), 85-96.
Reinking, D. (2005). Multimedia learning of reading. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 355-376). New York: Cambridge University Press.
Renandya, W. A. (2016). Should you be teaching reading intensively or extensively? In D. Shaffer & M. Pinto (Eds), Proceedings of the 24th Annual Korea TESOL International Conference: Shaping the Future: With 21st Century Skills, 31-39. Seoul, Korea: KOTESOL.
Rodrigo, V., Greenberg, D., Burke, V., Hall, R., Berry, A., & Brinck, T. (2007). Implementing an extensive reading program and library for adult literacy learners. Reading in a Foreign Language, 19(2), 106-119.
Seiter, C. (2020, June 30). The Surprising Power of Reading Fiction: 9 Ways it Make Us Happier and More Creative. Retrieved September 03, 2020, from https://buffer.com/resources/reading-fiction/
Smolin, L. I., & Lawless, K. A. (2003). Becoming literate in the technological age: New responsibilities and tools for teachers. The Reading Teacher, 56(6), 570-577.
Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
Tanaka, H. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 115-131.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
Warschauer, M., & Ware, M. (2008). Learning, change, and power: Competing discourses of technology and literacy. In Handbook of research on new literacies (pp. 215-240). New York: Lawrence Erlbaum Associates.
Webb, S., & Chang, A. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), 667- 686.
Wistner, B., Sakai, I. I., & Abe, M. (2009). An Analysis of the Oxford Placement Test and the Michigan PlacementTest as L2 Proficiency Tests: Hosei University Repository.
Woodford, P. E. (1982). An Introduction to TOEIC: The Initial Validity Study TOEIC Research Summary.
Yongjin, H. (2013). An Empirical Research Testing the Effects of Multimodality on English Listening Teaching. Paper presented at the International Conference on Education Technology and Management Science, Suzhou, Anhui.
Zarei, A., & Mahmoodzadeh, P. (2014). The effect of multimedia glosses on L2 reading comprehension and vocabulary production. Journal of English Language and Literature, 1(1).
Zhang, Y. (2006). Estimating the proficiency levels of TOEFL iBT Reading and Listening using scale anchoring method.