Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners
Abstract Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected fro...
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doaj-ea800e086398470e92881e4afe2512672020-12-13T12:04:27ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692019-12-014112010.1186/s40862-019-0079-1Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learnersEhsan Namaziandost0Mehdi Nasri1Meisam Ziafar2Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad UniversityDepartment of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad UniversityDepartment of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad UniversityAbstract Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i + 1″ (n = 27) and “i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) 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 ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i + 1″ and “i-1″ groups. The findings showed that the “i + 1″ group significantly outperformed the “i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that “i + 1″ group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills.https://doi.org/10.1186/s40862-019-0079-1Comprehensible inputExtensive readingForeign language reading anxietyInputReading comprehensionText difficulty level |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ehsan Namaziandost Mehdi Nasri Meisam Ziafar |
spellingShingle |
Ehsan Namaziandost Mehdi Nasri Meisam Ziafar Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners Asian-Pacific Journal of Second and Foreign Language Education Comprehensible input Extensive reading Foreign language reading anxiety Input Reading comprehension Text difficulty level |
author_facet |
Ehsan Namaziandost Mehdi Nasri Meisam Ziafar |
author_sort |
Ehsan Namaziandost |
title |
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners |
title_short |
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners |
title_full |
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners |
title_fullStr |
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners |
title_full_unstemmed |
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners |
title_sort |
comparing the impacts of various inputs(i + 1 & i-1) on pre-intermediate efl learners’ reading comprehension and reading motivation: the case of ahvazi learners |
publisher |
SpringerOpen |
series |
Asian-Pacific Journal of Second and Foreign Language Education |
issn |
2363-5169 |
publishDate |
2019-12-01 |
description |
Abstract Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i + 1″ (n = 27) and “i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) 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 ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i + 1″ and “i-1″ groups. The findings showed that the “i + 1″ group significantly outperformed the “i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that “i + 1″ group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. |
topic |
Comprehensible input Extensive reading Foreign language reading anxiety Input Reading comprehension Text difficulty level |
url |
https://doi.org/10.1186/s40862-019-0079-1 |
work_keys_str_mv |
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