Results of the survey on the impact of the project 

In May 2024 a research on the benefits of the Erasmus+ Book pals program for young learners aged 13-16 years was carried out towards the end of the project. Each partner school administered a questionnaire to evaluate the impact of the project on students’ reading habits and interests, with special reference to the reading of books in English. There were two groups of students, one who participated in the project (58 students) and a control group which included the learners who did not participate in it (40 students). 

The majority of students were aged 13-14 years, attending the last year of lower secondary school and the first years of secondary high school. Students were from the different partner schools from Italy, Spain, Germany, Greece, Croatia participating in two project mobilities during the year 23/24: Croatia, November 23 and Spain, March 24. (the Polish school took part just in the Croatian mobility). 

After comparing the results, it is worth highlighting several points. Almost 65% of the BP program students like reading in English, and about 19% quite like it, but the students who have not participated in the BP program like reading much less (15%). More than 70% of the BP program students often read books, while only 35% of students who haven't participated in the program read books often. However about 65% of them never or rarely read books. It is interesting to highlight that students who have participated in the project read more on a daily or weekly basis and have also read more English books than the ones who have not taken part in it. 

As can be observed, 46,6%of students from the BP program have read more than 3 books this year, whereas this indicator for control group students shows that is more than twice lower (15%). Moreover, 8,6% of students from the BP program have read more than 10% and 37,9 % at least one. What is striking is that more than 60% of control group students haven't read any book. 40% of control group students have never read a book in English, while 34,5% of BP students have started thanks to the project, although 31% were already used to it. 

Anyway, most of the students have started reading more books in English thanks to the project. The BP students have indicated that they feel more self-confident, more positive, as well that reading helps them to improve their memory, English skills, general knowledge, imagination and motivation for studies. It proves that students realize the benefits of the BP program and most students of both groups realize the benefits of reading in English in general. 

In conclusion, it can be stated that the BP program students show scientifically better results in all their reading indicators in comparison with the students who have not participated in the project. Finally, after taking into account the results of the questionnaires and also students' experience, we can state that it has been a great change since the launch of the project and program, as students have improved their reading indicators.

The teachers have to continue working hard to maintain students' motivation and willingness to read by means of creating innovative reading activities, also using and disseminating the BP materials among other students and motivating all of them to start or continue reading. The rewarding news for teachers involved in the program is that about 82 % think that their English has improved thanks to the reading activities carried out in the project and more than 87 % appreciated the activities developed after the readings chosen within the project and last but not least, more than 80% of students claim that they will continue reading in English even after the BP program is over.