Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

Chen, Feifei; Abdullah, Rohaya

doi:10.1016/j.heliyon.2024.e25217

Cited by 1 publication

(1 citation statement)

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“…It was found that a specific study examining the influence of the readability level of texts on students' reading comprehension is extremely rare, especially in the EFL context. From 1994 to 2023, rigorous studies in EFL reading instruction focused more on technology-based instruction, critical thinking, and literacy skills [35]. Some studies have attempted to determine the suitability of EFL reading texts for intended EFL readers.…”

Section: Text Readability and Students' Reading Comprehensionmentioning

confidence: 99%

Text readability: its impact on reading comprehension and reading time

Zainurrahman,

Yusuf,

Sukyadi

2024

EduLearn

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Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students’ reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed.

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Section: Text Readability and Students' Reading Comprehensionmentioning

confidence: 99%