Introduction
In his MET article of 2021, Boon described the stages involved in writing a series of graded readers for English language learners. The 10 Ways To series focuses on 40 individual life skills (See https://halico.jp/10-ways-to-books-1-10) that are useful for teenagers and young adults to know in order ‘to help them successfully negotiate different aspects of their lives’ (Boon, 2021:15) as well as increase their overall reading fluency and level of proficiency (Nation & Waring, 2019). As this graded reader series appeared to be popular with learners subscribed to the online reading platform, Xreading.com, Boon and the publisher (Halico) wanted to develop a new type of reader that incorporated the 10 discrete manageable section structure of the 10 Ways To series but had a different focus: travel.
This short article will explain the process involved in writing a series of travel readers with the aim of helping language learners to explore the history, culture, landscape and landmarks of different countries while facilitating language learning. It will also describe how one teacher, Teruyo Nakao implemented the readers into one of her language classes at a university in Japan and her students’ feedback on the reading material.
Deciding the theme of the series
After completing the 10 Ways To series (Boon, 2021), the publisher and Andy Boon started to discuss their next writing project. Both wished to continue to write and publish readers to help learners develop their language skills, broaden their perspectives and inspire them to seek out more information about the topic in question. Additionally, they wanted the new series to help learners increase their awareness of and sensitivity towards global cultures. As the publisher and Andy Boon had both travelled extensively and understood how these experiences had helped to shape their lives, they wanted somehow to bring the exciting world of travel to the reader. Thus, they decided to create a series of travel readers based on individual countries. The books would provide basic information about the particular country and provide readers with a taster of what each country has to offer a potential traveller.
As with the 10 Ways To series, each reader would be relatively short in length (between 3,000 and 3,800 words) and be divided into discrete manageable sections including an introduction with 10 basic facts about the particular country (around 400 words), 10 individual things to see and do in the country (around 300 words each) and an end summary (around 150 words). Moreover, lexis would be restricted to the CEFR B1 level except for 20 key words that would be featured in a glossary at the back of the reader. Readers would also include a series of questions to encourage further research of the country and alternative things to see and do there. These questions could then be used by teachers as activities for post-reading classroom discussion.
The initial publishing plan was to write five travel readers. This included the country where the publisher and author are located (Japan) and four countries in which English is predominantly spoken and are therefore popular travel destinations with English language learners (Australia, the United States, Canada and the United Kingdom). After the first five travel readers were published in 2023, five more titles were added to the series in 2024. The second list included one more English-speaking country (New Zealand) and four countries that tend to be popular destinations for Japanese tourists (Korea, Indonesia, Taiwan and Italy).
Writing the model reader
The model reader was 10 Things to See and Do in Japan (Boon, 2023). Boon chose this to write first as he had lived in the country for many years and was familiar with the landmarks, sightseeing spots and culture. The model reader then acted as a guide to the structure, formatting, content and language level of the rest of the series.
Step 1: Research
Boon used a number of different ways to obtain information for the reader. These included idea mapping, reading travel blogs and articles on the internet and crowdsourcing suggestions from friends on social media. For later travel readers, Boon also made use of ChatGPT as a sophisticated search engine and idea generator.
Step 2: Categorising
After reading through a long list of possible things to see and do in Japan that was created in the research stage, Boon decided upon 10 distinct categories and put them into a logical order:
- Try the food
- Cross Shibuya Crossing
- Ride the bullet train
- Visit a shrine or temple
- Go to a museum
- See a festival
- Climb a mountain
- Enjoy a hot spring
- Sing at karaoke
- Use a vending machine
(Boon, 2023)
Once the categories were decided, Boon made short notes as to what to include in each section (e.g. Go to a museum – Edo-Tokyo Museum / Hiroshima Peace Memorial Museum). After writing 10 Things to See and Do in Japan, it was decided that each book should begin with food to engage the reader immediately with a high-interest topic that readers could relate to regarding the culture and history of the particular country. The subsequent order of each reader in the series was then based on either starting at the capital city and taking the reader to other parts of the country or starting with the most general things to see and do before embarking on a road trip to enjoy the unique sights along the way.
Step 3: Writing
Boon wrote each section paying attention to the decided length restrictions and overall lexical level of CEFR B1. Once completed, the vocabulary was checked via a vocabulary profiler (https://www.vocabkitchen.com). Apart from specific place names, lexical items that were identified as B2 or higher were either added to the special list of 20 key words or changed to easier vocabulary.
The introduction (around 400 words) invites the reader to consider what they already know about the country. It then offers a brief explanation of the country’s location, general size and geographical structure before providing the reader with 10 basic facts about the country: when it was founded, its specific size, its capital city, its current population at the time of writing, the languages spoken, its currency, the colour and design of its flag, the name of its current king, queen or emperor at the time of writing, the name of its current prime minister or president at the time of writing, and its famous landmarks.
The 10 body sections (around 300 words) are written to provide learners with interesting information about things to see and do in the country. The Japanese food section, for example, gives general information about Japanese cuisine and specific details on two popular dishes: sushi and shabu-shabu (Boon, 2023). Key words that are higher than B1 appear in bold and italics so learners can refer to the glossary at the back of the graded reader (e.g. This is usually raw fish or vegetables placed on a small bed of vinegar rice [Boon, 2023]).
The aim of the summary (around 150 words) is to remind learners of each of the 10 things to see and do in the country by turning each one into an interrogative (e.g. ‘Do you want to cross Shibuya crossing?’ [Boon, 2023]) and to encourage learners to read the next book in the 10 Things to See and Do series – ‘it’s time to move on to the next country in our exciting journey around the world’ (Boon, 2023).
Three review or study sections are included at the end of the reader. The first section is ‘Reflection questions’. The questions help learners to review and critically reflect on the graded reader they have read. They also encourage learners to expand on their learning by determining other things to see and do in the particular country. The reflection questions for 10 Things to See and Do in Japan are:
- Can you remember the 10 things to see and do in Japan? Test yourself. If you forget any, go back and read them again.
- Have you seen and done any of these things? If so, which ones have you done?
- Which of the things do you plan to see and do after reading this book?
- What are some other things to see and do in Japan?
(Boon, 2023)
The next section is ‘Vocabulary in context’ and focuses on the 20 key lexical items in the reader that have been included but are higher than CEFR B1. ‘Vocabulary in context’ includes each featured lexical item in the order that they first appear in the reader within three example sentences. The aim is for learners to guess the meaning of these words from context. Learners may choose to do this while reading or after they have read the particular reader. Where possible, the first example repeats the sentence in which learners have first encountered the word. Other example sentences may feature a different form of the word when used in the reader or may be an entirely new sentence that is written to help learners further grasp the meaning of the featured word.
7. VinegarThe raw fish is placed on a small bed of vinegar rice.
(Boon, 2023) |
The final section is a ‘Vocabulary list’. Here, the 20 key words, their parts of speech and their definitions are listed in the order they appear in the reader. In this way, learners can verify the guesses they have made of the lexical items when reading the ‘Vocabulary in context’ section.
Step 4: Finalising
After writing the first draft, Boon checked through the reader for mistakes and then sent it to the publisher. The publisher made a few suggestions for changes. Once finalised, the model reader was published, and Boon used it as a guide for writing the subsequent readers in the series.
Implementing the travel readers in the language classroom
This study conducted by Teruyo Nakao involved 20 third- and fourth-year Japanese students at Toyo Gakuen University, Tokyo. It was held over three once-a-week, 90-minute class sessions as part of the students’ elective ‘Tourism English’ course. The following five graded readers were employed in the three sessions:
10 Things to See and Do in Australia
10 Things to See and Do in Canada
10 Things to See and Do in New Zealand
10 Things to See and Do in the UK
10 Things to See and Do in the USA
In the first session, students were divided into five groups of four members. Each group was then instructed to choose one country from the predetermined list of five, with each group asked to rank their top three choices to avoid any overlapping selections. Instructions on how to access the readers online were demonstrated using a projector. The teacher then ensured that all students had successfully accessed the reading material. The session proceeded with students reading their chosen texts, and those who did not finish during class were assigned the remainder of the reading for homework.
In the second session, students engaged in discussions within their original groups based on the questions provided at the end of the graded reader to deepen their understanding of the content (See ‘Reflection questions’ for 10 Things to See and Do in Japan as an example). Following these discussions, each group prepared brief presentations on the country they had studied, covering aspects such as an introduction to the country, tourist attractions, notable points and features they had found most surprising. Afterwards, new groups were formed which comprised of one member from each of the different original groups. Students then took turns delivering a practice presentation on the particular country they had read. At the end of each practice presentation, students were asked questions by group members or received comments on specific details the group members were interested in knowing more about. Finally, students returned to their original groups to prepare their final presentations. They discussed the questions they had received and conducted additional research on their country to fill in any gaps and add extra information to their practice presentations.
In the third session, each original group was asked to deliver their final presentations in front of the class. The presentations included an introduction to the country, supplementary information beyond the content of the reader and insights derived from the questions and comments generated by group members who had listened to their practice presentations in the second session.
Student feedback
After the implementation of the five travel readers, Teruyo Nakao gave a questionnaire to her students that included six questions. 19 out of the 20 learners responded as one of the students was unable to complete the questionnaire within the allotted time and failed to submit their answers later.
1. Did you enjoy reading the 10 Things to See and Do series? Why or why not?
The students of the Tourism English class responded positively to the 10 Things to See and Do series. Many found the series enjoyable because the readers provided detailed insights into various sightseeing locations. Several students appreciated learning more about familiar destinations and discovering new aspects of places they had limited knowledge about. For instance, learning about Australian wildlife and cultural practices was particularly engaging for some. They also mentioned that the clear and accessible language used in the readers contributed to an enjoyable reading experience. However, one student mentioned that the length of the text was challenging for them. Despite this, students felt that the series was effective in broadening their understanding of global destinations and cultures.
2. Were the readers appropriate for your level? Please explain.
The majority of students found the travel readers to be at an appropriate level for their English proficiency. Students noted that the content was easy to read and understand and felt that the material was accessible. The clear headings and straightforward language were appreciated for promoting smooth reading and comprehension. Several students reported that they did not encounter any unfamiliar words or difficult grammar structures, making the content suitable for their proficiency level. However, a few students pointed out that while the material was manageable for them, the readers did include some new words and concepts. Despite this, they were able to grasp the overall content without significant difficulty. Again, a small number of students mentioned that the length of the readers posed a challenge in maintaining focus, although the sentences themselves were not particularly complex. One student highlighted the need for additional vocabulary review to enhance their reading fluency.
3. Did you learn new vocabulary via the travel readers?
Students reported varied experiences with vocabulary acquisition via the readers. Some mentioned that they did not encounter any new vocabulary, while others learnt specific terms such as ‘footy’ and ‘poutine’. Several group members were able to confirm the meanings of words they had previously encountered, and some were able to deduce new words from context. Although many did not perceive a significant increase in vocabulary, others mentioned recalling forgotten terms and learning new place names and nouns. Overall, while the extent of new vocabulary learnt varied, many students found the vocabulary exposure provided by the travel readers to be valuable.
4. Did the readers increase your desire to travel overseas? Why or why not?
The readers generally increased students’ desire to travel abroad. Several students mentioned that the information provided heightened their interest in experiencing foreign destinations and cultures. Specific topics or attractions, such as American food, Niagara Falls and Kangaroo Island, were cited as motivating factors. They also noted that learning about unique tourist spots and cultural practices sparked their curiosity and enthusiasm for travel. The exposure to various destinations and the detailed descriptions of foreign places further strengthened their desire to visit these locations. For some, the readers also evoked a sense of longing to experience aspects of culture and environments that are different from those familiar to them in Japan.
5. Did the readers help to increase your global awareness? Why or why not?
The travel readers generally contributed to an increased global awareness among students. Many reported gaining new insights into various cultural and historical aspects through the material. For example, learning about iconic landmarks such as the Grand Canyon and the Statue of Liberty, as well as diverse food cultures and historical facts, deepened their understanding of different regions. Students also noted a heightened awareness of unique cultural practices and historical contexts, including the indigenous Maori people of New Zealand and the cultural idiosyncrasies of Australia. Additionally, the introduction to lesser-known facts and locations, such as Kangaroo Island which has a higher kangaroo population than human residents, and the frequent barbecues held by Australians were particularly enlightening for the students.
6. Please write any other comments or opinions about the 10 Things to See and Do series.
Through the questionnaire, learners provided a range of positive comments and suggestions regarding the 10 Things to See and Do series. Many found the content engaging and informative, noting that it provided a wealth of new information and the opportunity to learn or reconfirm specific vocabulary. The accessibility of the text and the enjoyable nature of the readings contributed to a positive learning experience. As a result of reading the travel readers, several learners expressed interest in exploring additional countries and topics, indicating a desire for more diverse content, such as material about France or more Asian countries. The well-organised structure of the content and the practical reading experience were appreciated, with some learners commenting that the longer passages provided valuable practice in reading English. However, a few students noted that the length of the readings could be challenging to maintain focus. Despite this, the overall feedback was favourable, with many expressing a wish to engage with similar materials in the future. Below is a selection of comments from the Tourism English students:
‘I enjoyed reading because there was a lot of new information to learn.’
‘The vocabulary wasn’t too difficult, so it was easy to get absorbed in the content.’
‘The content was well organised, so it was easy to read.’
‘Learning about other cultures is very enjoyable!’
‘I’d like to read versions about different countries.’
‘It was a very interesting experience, so I want to do it again.’
‘It was very easy to read, and I enjoyed it. Since the passages are long, I think it’s good practice for getting used to reading English.’
Conclusion
This article has described the process of creating a 10-book series of travel readers for A2 to B1 English language learners to provide them with high-interest material that can motivate them to read, help them to develop their language skills, increase their global awareness and ultimately inspire them to travel the world. The article has also illustrated the successful implementation of the readers in a Tourism English class by a teacher at a university in Japan and explored her students’ reactions to the material. Teachers interested in producing their own travel reading materials for their classes may wish to follow the steps outlined in this article. Additionally, teachers may wish to follow the procedures outlined for implementing the travel readers in their own classes or come up with their own pedagogical methods to get their learners reading about travel within their own particular teaching contexts. Finally, it was St Augustine who famously said, ‘The world is a book, and those who do not travel read only one page’. In this respect, we hope the material we introduce into the language classroom can inspire our learners to not only read extensively but to get out there, experience the world, and travel.
