Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation

Ehsan Namaziandost,Fariba Rahimi Esfahani,Sheida Ahmadi,Gregory Yates

doi:10.1080/2331186x.2019.1615740

Ehsan Namaziandost, Fariba Rahimi Esfahani + Show 2 more

Open Access

https://doi.org/10.1080/2331186x.2019.1615740

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Abstract

AbstractIn this project, 54 Iranian pre-intermediate EFL learners (16 to 21 years) participated in 15 sessions in which they were asked to read and study books from a structured series of L2 readin...

Highlights

The ability to read in a foreign language presents a daunting challenge to the language learner
With regard to the vital role of input in language teaching and learning, this study aimed to examine the effects of different text difficulty levels on learners’ foreign language reading motivation (FLRM) and reading comprehension
We may suggest that materials of EFL English textbooks could be one level higher than the current level of the students to help to motivate and challenge them

Summary

Introduction

The ability to read in a foreign language presents a daunting challenge to the language learner. Iranian students undergoing a course in mastering English (L2) were asked to spend one lesson period each week, over a 15-week period, reading materials from a structured series of English teaching reading materials. This methodology relates to the practice of extensive reading (ER). One half of the students were asked to read materials below their natural competence level. The other half were asked to devote the same time to materials deemed to be above their competence level at the outset of the project

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