This paper reports a survey on the type and frequency of L2-English written input that the Japanese university EFL students usually obtain outside class, as well as on their attitude to L2-English reading. Exposure to L2-English input outside class is motivated by affective factors, such as motivation and attitude, which consequently contribute to reading development (El-Khechen, Ferdinand, Steninmayr, & McElvany, 2016; Guthrie, Wigfield, Metsala, & Cox, 1999). The present survey aims to discover what they (do not) read, why they (do not) read, and what is behind their reading behavior. A total of 249 Japanese university EFL students answered 11-item questionnaires. Some measured the habitual reading behavior regarding books for pleasure, newspapers, contacting and information gathering on social network services and the Internet, and the other measured the affective attitude to L2-English reading as well as to four language skills regarding self-efficacy, interest, and learning value. The results revealed that the students do not usually obtain English-written input other than in the classroom, possibly due to their relatively high self-efficacy and lack of interest in reading and of learning value compared with the other learning skills (i.e., speaking and listening).