Benefits for L2 reading through offering learners extensive reading with listening have been found in empirical studies, but those findings may be under-utilized in academic English preparation settings, due to prioritized test practice in response to high-stakes testing for university matriculation. Self-paced extensive reading with listening outside class might present an option, however, outside reading with adjustable listening support remains little-investigated for transferable benefits to academic English preparation. This gap is a concern for learners navigating present-day learning environments, characterized by turbulence and the need for self-reliance. This preliminary study was designed, therefore, to investigate for possible effects of self-paced reading with adjustable audiobooks online, outside the classrooms of an academic English preparation program. Questionnaires and reflections suggested progress towards greater ease and competence with near-academic reading. Standardized testing (TOEFL ITP) scores showed a slight gain in 6-8 weeks, with averages compared to a control, and without statistical significance. Evaluations also suggested a majority of the participants felt improvements in their vocabulary.