Abstract
The present study investigated the effect of authentic input as a classroom activity on Iranian EFL learners' reading comprehension. This study intended to determine whether authentic reading materials could enhance Iranian EFL learners' reading comprehension at the upper-intermediate level. To achieve this goal, 46 language learners were randomly selected from 60 ones who attended Shokoh English Language Institute in Rasht, Iran. Quick Placement Test was conducted to homogenize the participants. They were divided into two groups: the experimental and control groups. The groups experienced identical conditions during the study except for their exposure to the independent variable. After administrating the pretest, the participants in the experimental group received the treatment. After eight sessions of the treatment, the posttest was administered to both groups of the study to find out the possible effect of authentic reading materials (independent variable) on the participants' reading comprehension skill (dependent variable). The results indicated that in the experimental group EFL learners' improvement in reading comprehension was significantly greater than those in the control group. This research is meant to improve EFL classes with respect to reading skill and to help English language publishers and teachers to see the unquestioning value of authentic texts.
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