According to Ellis (2004), students’ reading development is also part of their global development, as to become “active and informed citizens”, they need to read (e.g., to follow the news). Based on Ellis’ claims, Valente (2004) also attempted to raise his students’ global awareness through extensive reading, using an integrated approach. His group of 14 Thai secondary school students were reluctant to read outside of class at the beginning of the project and they lacked the motivation to learn English using their coursebook. Then, throughout the year, he attempted to include key aspects of global awareness in the syllabus (e.g., global citizenship, international view, intercultural dialogue), and he used texts from contemporary teenage novels revolving around challenging topics like equality and diversity. As initially, the students were reluctant to read, he supplemented the texts with a wide range of “teen-relevant media as scaffolds” (p. 17), such as DVD versions of books, teen blogs, web-quests, and social networking sites. By adopting such a learner- and reader-centred, interactive approach, he could make the students discuss their personal experiences and react to difficult issues.