Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension

Abstract

This study investigated the effects of different text difficulty levels on Iranian EFL learners' foreign language reading motivation and reading comprehension. To fulfil this objective, 40 Iranian participants were selected among 50 students based on the results of Interchange Placement Test (Richards et al, Placement and Evaluation Package Interchange Third Edition/Passages Second Edition with Audio CDs, 2008). The pre-intermediate selected participants were then randomly divided into two equal groups; "i + 1" group (n = 20) and "i-1" group (n = 20). Afterwards, the researchers measured the participants' English reading comprehension by administering a researchers-made reading comprehension pre-test. Moreover, Motivation for Reading Questionnaire was also conducted. After the participants were all pre-tested, the treatment was practiced on the both groups. The participants in "i + 1" group received reading passages beyond the current level, on the other hand, the "i-1" group received those reading passages which were below their current level. After the instruction which lasted about 3 months, a modified version of reading comprehension pre-test was administered to the both groups as posttest and finally the data were analyzed by using paired and independent samples t-tests. Moreover, Students' answers to the questionnaire was also analyzed. The obtained results indicated that there was a significant difference between the post-tests of "i + 1" and "i-1" groups. The findings indicated that the "i + 1" group significantly outperformed the "i-1" group (p < .05) on the post-test. Furthermore, the results revealed that the 'i + 1' materials could help Iranian EFL learners increase their reading English motivation. This study has implications for teaching and learning reading comprehension.

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

“…Perhaps, the proposed research plan would then need to include an additional session during the oral presentations where the participants would need to share new vocabulary they have learned and explain the words as used in the reading contexts. On a different note, a study by Niazifar and Shakibaei (2019) seems to disagree with what Vela (2015) claimed. In contrast to the common perception that easy materials may increase the reading motivation of EFL learners, the findings of the study done by Niazifar and Shakibaei (2019) proved that the more difficult materials increased Iranian EFL learners' motivation towards reading English texts.…”

“…On a different note, a study by Niazifar and Shakibaei (2019) seems to disagree with what Vela (2015) claimed. In contrast to the common perception that easy materials may increase the reading motivation of EFL learners, the findings of the study done by Niazifar and Shakibaei (2019) proved that the more difficult materials increased Iranian EFL learners' motivation towards reading English texts. Though there might be differences in ESL and EFL learning contexts, it seems fair to say that this learning scenario may be similar to ESL learning contexts where the learners are under A2 and B1 of the CEFR level of proficiency.…”

Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review

“…Both studies considered language-related variations in texts related to tasks as a predictor, and students' motivation as a dependent variable. Niazifar and Shakibaei (2019) varied the level of language demand to determine how different degrees of lexical and grammatical demands of textual materials affect the reading motivation of n = 40 male students learning English as a second language. Participants were divided into two groups, one of which received text material one level above their current English language level, in terms of syntactical structure and vocabulary, over a tenweek period.…”

“…Both studies did this by examining the effects of language-related variation in text tasks, although the variation occurred in different ways in both studies. While Niazifar and Shakibaei (2019) varied grammar and vocabulary to compare different linguistic demands, Reichelt (2015) varied pronouns and addresses for didactic purposes. Despite these different forms of language-related variation, both studies found significant effects on motivation.…”

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

“…Pengertian membaca pemahaman oleh Rijk (2017) yaitu proses penggalian dan pembentukan makna secara bersamaan melalui interaksi dan keterlibatan dengan teks. Niazifar (2019) menyatakan bahwa membaca pemahaman adalah kemampuan untuk mengambil informasi. Kita telah mengetahui bahwa pembelajaran di kelas II SD sudah menuntut siswa untuk memahami isi bacaan.…”