Text Difficulty in Extensive Reading: Reading Comprehension and Reading Motivation

Autor/inn/en	Yang, Ya-Han; Chu, Hsi-Chin; Tseng, Wen-Ta
Titel	Text Difficulty in Extensive Reading: Reading Comprehension and Reading Motivation
Quelle	In: Reading in a Foreign Language, 33 (2021) 1, S.78-102 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Difficulty Level; Reader Text Relationship; Reading Materials; Reading Motivation; Reading Comprehension; Recreational Reading; English (Second Language); Second Language Learning; Summer Programs; Vocational High Schools; High School Students; Vocabulary Development; Self Efficacy; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Lesemotivation; Leseverstehen; Häusliche Lektüre; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wortschatzarbeit; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	This study investigates the effects of the text difficulty of extensive reading materials on the reading comprehension and reading motivation of English as a foreign language (EFL) vocational high school students in Taiwan. Two experimental groups were assigned, on an individual basis, to read graded readers at either one level below ('i-1') or one level beyond ('i+1') their current level, while a control group followed their regular curriculum. The results showed that after treatment, the 'i-1' group improved their overall comprehension and the subset of literal comprehension. They also outperformed the 'i+1' group on the same measures. For reading motivation, the 'i+1' group's overall motivation was promoted. Both groups enhanced their reading engagement, while only the 'i-1' group inhibited reading avoidance. Moreover, the 'i+1' group outperformed the 'i-1' group in the perception of self-efficacy. Overall, the 'i-1' level yielded better effects on reading comprehension; the 'i+1' level, on reading motivation. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01