3. Extensive reading and EFL learner development There is a lot of evidence that extensive reading has a strong impact on language learning. The more someone reads, the more they learn vocabulary and grammar from texts, often without realizing it, and this broadening of linguistic knowledge appears to increase their overall linguistic confidence, which then influences and improves their skills in other language areas as well. . Scrivener, 2005Theoretical support for extensive reading in the field of L2 research comes from Krashen's (1982) input hypothesis, the notion of which is that receiving comprehensible input allows a learner to acquire the target language and/or l he reading hypothesis (Krashen, 1993 ) postulating the facilitative effect of extensive reading on various skills/abilities such as reading comprehension, writing style, vocabulary, grammar, and spelling. Regardless of whether one fully agrees with these hypotheses or not, a growing interest in extensive reading has been observed among researchers and educators involved in L2 teaching. This is highlighted, for example, in the publication of special editions on extensive reading (The Language Teacher 1997, 21. No. 5; 2007, 31. No. 5) and collections such as Bamford and Day (2004). The principles for language pedagogy proposed by Ellis (2005) support the importance of enormous quantities of input for second language acquisition. Extensive reading has been identified as one of the simplest ways to pedagogically implement an input-rich learning environment. Furthermore, research has reported beneficial effects of extensive reading on various aspects of L2 proficiency, for example: reading comprehension and... of paper ......reading summaries or special writing tasks linked to certain texts of reading. However, there is a danger that writing summaries could discourage students from reading, so the teacher should be cautious when using them and students should know why. Krashen (ibidem) further adds that there is no convincing evidence that extensive reading supplemented by writing summaries improves writing skills more than extensive reading itself. He believes that "language acquisition comes from input, not output, from understanding, not from production" (Krashen, ibidem). However, combining reading and writing tasks in the language classroom seems to be beneficial for students as reading helps them develop their writing skills. On the other hand, it increases students' thinking ability and develops their metacognitive skills (Lems, Miller and Soro, 2010).