There is no shortage of studies that have reported the beneficial effects of extensive reading (ER) on various aspects of second/foreign language acquisition, including reading comprehension, reading speed, and vocabulary development. Anecdote after anecdote shows the effectiveness of ER, and no one seems to repudiate the power of reading in large quantity. This is all fine and good; however, definitions of ER still vary depending on the particular ER researcher or practitioner, despite the fact that most of them refer to Day and Bamford's 10 principles of ER (1998, 2002) as a theoretical and pedagogical baseline. According to Day and Bamford, ER is best implemented in circumstances where learners can choose from a variety of easy materials on a wide range of available topics (principles 1, 2, and 3), and read individually and silently (principle 8) for pleasure and information (principle 5) at a faster speed (principle 7) in large quantity (principle 4) with reading being its own reward (principle 6). Although most researchers and practitioners seem to adhere to principles 1, 2, 3, 4, 7, and 8 to varying extents and degrees, they may not always be truthful to principles 5 and 6, as they have to deal with a paradoxical situation in which pleasure reading is implemented as a course requirement. Principle 5, "The purpose of reading is usually related to pleasure, information and general understanding," and principle 6, "Reading is its own reward" are both closely associated with reading motivation. Considering that reading, especially reading in a second/foreign language, is an inherently effortful activity that involves choice, motivation is essential to reading extensively. Therefore, in this article I would like to revisit principles 5 and 6 from the point of view of reading motivation, with a focus on ER in the EFL classroom.