雖經過許多研究證實廣泛閱讀(extensive reading)對英語學習者在詞彙習得、文法知識、閱讀理解、閱讀速度與流暢度等方面皆有幫助，然而臺灣現今教學環境通常仍以輔導學生通過考試或取得證照為目標，教學重點常以傳統語言技巧的密集訓練與反覆練習為主。因此多數學生在課堂中較少機會接觸廣泛閱讀，課後更無習慣自行進行英文課外閱讀。由於閱讀量不足加上缺乏閱讀習慣，臺灣許多學生，尤其許多科技大學學生，對學習英文感到陌生及艱難。再者許多科技大學常使用統一教材教授通識英文課程，有些學生覺得教科書太容易，然而大多數學生卻覺得困難，因此統一教材使得多數低成就學生對學習英文更加缺乏興趣。為尋求解決之道以幫助這些學習者，本研究採用廣泛閱讀方式，以一家科技大學三班通識英文課學生為對象，實施為期約六個月的廣泛閱讀課程。結果顯示實施此課程後這三班學生的閱讀理解成績無明顯進步，但他們在學習英文與培養英文閱讀習慣能改善他們英文能力方面持正面觀感。

Previous studies have made the claim that Extensive Reading (ER) helps English language learners (ELLs) in terms of vocabulary acquisition, grammar knowledge, reading comprehension, reading speed and fluency, etc. Nevertheless, the current reading instructions in Taiwan have emphasized on test-oriented and skills-based training. As a result, most students have little exposure to free voluntary reading in class, let alone read extensively as a habit outside the classroom. Due to the limited-input learning environment and a lack of reading habit, students in Taiwan usually perceive learning English as a tough task, especially to low achievers in many technological universities. In addition, since the learning material for general English (GE) classes in technological universities is often pre-determined by a teacher committee, it may fail some students’ individual needs. In consequence, these students, mostly low achievers and thus already low-motivated tend to have even lower motivation to learning English. To search for ways to help these learners, this study adopts and examines a modified ER program in three beginning-level college GE classrooms for one-anda-half-semester. The results show that although learners do not perform differently on the reading comprehension tests after the ER program, their perceptions towards learning English and developing a reading habit become more positive.