Abstract

In today’s globalized world, English proficiency is crucial for academic and career success. Extracurricular English reading in primary school is key to language development. However, many students lack interest in reading English materials outside class, hindering their language acquisition and cultural understanding. Employing a mixed-methods approach, this study aims to investigate the effectiveness of a care-oriented approach in fostering interest in extracurricular English reading among primary school students in Taizhou, Jiangsu Province. The findings revealed a positive correlation between students’ perceptions of care and their interest in English extracurricular reading and suggested the strategies—feeling valued and supported, the reduction in reading anxiety, and the desire for more challenging reading materials. This research provides valuable insights for educators seeking to boost students’ extracurricular English reading engagement through affective domain interventions.

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