Exploring the interplay between Iranian EFL learners’ first language (L1) literacy resources and their performance on L2 receptive skills

Abstract

The purpose of the present research was to examine what role first language (L1) non-linguistic variables (literacy related resources) could play in predicting second language (L2) reading and listening comprehension performance in an English as a Foreign Language (EFL) context. Drawing on a nonrandom purposive sampling strategy, the participants were selected from senior high school students in Iran. Data were analyzed usingbivariate correlations between the variables andalso multiple regressions in order to look at the relative contribution of literacy related resources (with five factors: participants’ number of overall books at home, number of children’s and adults’ books available, computer ownership, and newspaper subscription among families) on L2 reading and listening comprehension. The findings indicated that the correlations between these literacy resources, on the one hand, and L2 listening and reading comprehension, on the other, were statistically significant. Moreover, the results indicated that the number of children’s books was the strongest predictor of listening and reading comprehension. The obtained results are discussed in terms of their relationship with the extant literature and implications for TESOL, especially with regard to the role of non-linguistic variables in acquiring second language reading and listening.