The Effects of Situational and Perceived Interest on EFL Reading Comprehension: A Gender-Based Study at the University of Algiers 2

Abstract

This study aims to investigate gender differences in English as a foreign language (EFL) reading comprehension, situational and perceived interest for gender-oriented passages. It also examines whether any gender variances in situational or perceived interest in those passages cause gender differences in EFL reading comprehension. Throughout this research, clear insights about individual differences and the unexplained variance in foreign language reading are provided. Two main research questions were formulated: (a) Do gender differences in EFL students’ situational interest explain gender differences in EFL students’ reading comprehension? (b) Do gender differences in EFL students’ PI explain gender differences in EFL students’ reading comprehension? In this concern, EFL freshmen students at the University of Algiers 2, including 35 females and 24 males, were conveniently selected. The selected materials were two tests of reading comprehension with male and female texts. Each of these tests was followed by the questionnaires of sources of interest and perceived interest, adapted from Brantmeier (2006). Findings revealed significant gender differences in tests with male and female passages. Besides, significant gender differences found in cohesion, prior knowledge, ease of recollection, and perceived interest for both male and female passages in addition to engagement for the female text did not account for gender differences in reading comprehension of their respective tests. In this way, other factors than situational and perceived interest would explain gender differences in reading comprehension.