Abstract
The Impact of using Supplementary books alongside the national academic text book has received great attention of the curriculum and material developers. Since the beginning of language studies, Second &Foreign Language Acquisition (SLA & FLA) researchers have been searching for effective ways of improving learners’ language skills. This study aimed at investigating the effects of using supplementary text books (Gaj and Khate Sefid) on English as a foreign language (EFL) learners’ Reading skill. Data from this study demonstrate a significant role of using two kinds of books Gaj and Khate Sefid in improving the reading skill of participants in the experimental groups. The findings of this study may help the learners to enhance their independent English language learning and improve their reading comprehension and the overall learning of English by using Supplementary books. Keywords: Reading Comprehension, Supplementary Text books, EFL Learners
Highlights
The use of supplementary texts like Gaj and Khate Sefid has many benefits for English as a foreign language (EFL) teachers and students in improving vocabulary
This study aimed at testing the research hypothesis including the effect of independent variable on dependent variable of Iranian EFL learners
Poor performance of English learners on reading comprehension tests may be due to the negligence of education in the target culture, lack of communicative activities, limited English input outside the classroom, and lack of exposure primarily to other written as opposed to other activities within the classroom, which are the characteristics of foreign language learning settings
Summary
The use of supplementary texts like Gaj and Khate Sefid has many benefits for EFL teachers and students in improving vocabulary. Researchers have studied the impact of visual and verbal clues on learning words in context. Taking heed of all these disfavors, in the middle of the 1980s some practitioners and language scholars resurrected literature and related text book as a language learning material after a long period of being neglected (Duff & Maley, 1991). This can be confirmed by seeing so many publications heralding the coming back of literature (Maley, 1989b) in language classes Applied linguistics fueled the return of literature and supplementary text books for language teaching (Belcher & Hirvela, 2000)
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