英文閱讀能力在英語教學中是很重要的教學目標，有很多研究探索不同的閱讀教學方法，以增進學生的英文閱讀能力為目標。其中，廣泛閱讀(Extensive Reading)一直以來都被視為一個很重要，也被廣泛使用的英語教學方法。且廣泛閱讀也被發現透過大量的閱讀內容，為學生創造出大量的語言輸入的學習環境，可以增進英文閱讀能力。但是廣泛閱讀在英文為外語的情境下，有兩個主要的挑戰：(1)需要大量的讀本針對學習者的英文閱讀程度而分類；(2)正確的配對文本程度和學生英文閱讀程度。因此本研究將引用Lexile架構，檢測廣泛閱讀對於學生的英文閱讀能力的影響，同時也利用問卷了解學生對於此架構的想法。此研究招募兩個班級共66位學生，採用前後測的研究方式。此廣泛閱讀計畫包含兩個學期，學生需要根據他們在Lexile系統中獲得的英文閱讀檢測分數，閱讀相對的程度的讀本至少3,000頁以上，且必須完成文本的讀書報告作為閱讀後的成果。研究結果發現，透過Lexile架構的廣泛閱讀確實對於學生的英文閱讀能力有正面的影響。且根據問卷結果，學生認為能夠選擇和他們英文程度相當的文本，有助於閱讀。

Reading has been an important language skill and many reading instructions have been explored in order to enhance the development of reading proficiency. In particular, extensive reading has been widely adopted and found as an effective reading instruction because it creates an input-rich context through providing a great amount of reading. However, it was pedagogically challenging to prepare a wide variety of books classified according to reading/language proficiency for EFL learners and to match students’ reading/language proficiencies with books of corresponding reading/language proficiency. Therefore, the present study aimed to examine the effect of extensive reading incorporated the Lexile framework, which offered measurements and books with corresponding reading proficiency, and the students’ perceptions were examined. In this study, a pre- and post-test design was adopted and sixty-six students were invited to participate in the experiment for two semesters and they were required to take Lexile measurements, conduct extensive reading for a minimum 3,000 pages, complete book reports as a post-reading activity, and fill out a survey. The researcher’s field notes were also included to triangulate the qualitative data analysis. The results indicated that the students have significantly improved, suggesting that extensive reading incorporated Lexile framework was effective in enhancing students’ reading proficiency. The results showed students’ positive attitudes and difficulties for extensive reading. Pedagogical implications were suggested.