This systematic review investigates the role of Extensive Reading (ER) in addressing reading difficulties among English as a Second Language (ESL) learners in Malaysia. Using the PRISMA (2009) guideline, the review follows a systematic approach to identify, select, and analyze studies published between 2018 and 2023. Google Scholar, ERIC, and ResearchGate were utilized to search for key terms related to ER, ESL learners, and reading difficulties. In the first stage, 90 articles were initially identified through a comprehensive database search. This broad search aimed to capture a wide range of studies relevant to the role of Extensive Reading in addressing reading difficulties among ESL learners. The inclusion criteria focused on studies in English, particularly those examining ESL learners and reporting on reading difficulties or improvements in comprehension. Sixteen relevant studies were analyzed, revealing various factors that contribute to reading difficulties, including motivational, cognitive, social, and resource-related challenges. The review found that ER positively impacts reading fluency, comprehension, vocabulary development, attitudes, and motivation. Nonetheless, barriers such as limited resources and inadequate teacher support were noted as challenges in implementing ER programs effectively. The findings highlight the potential of ER as a comprehensive approach to improving reading proficiency among ESL learners in Malaysia, suggesting that its benefits could be maximized with better resource allocation and teacher involvement. This review emphasizes the significance of ER in enhancing overall reading skills among ESL learners in the Malaysian context.
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