Abstract
This study examined the effects of the readers’ passage content on multiple-choice (M-C) reading comprehension test performance among Iranian EFL university students at the upper-intermediate level. Sixty participants passed three M-C reading comprehension tests (male-oriented, female-oriented, and neutral). Findings revealed significant effects of the readers’ passage content on the test performance of the EFL readers (p<. 05). The results of this study provided evidence that prior knowledge and interest to the passage content concerned with facilitating effects on the performance of the foreign language learners t aking M-C reading comprehension test at the upper-intermediate level.
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