Effects of Repeated Reading and Theme-Based Narrow Reading on Korean EFL Middle School Learners Vocabulary Learning and Reading Comprehension

Abstract

L2 reading has been considered crucial in English as a Foreign Language (EFL) settings as a means to provide learners with plenty of language input. However, to assure successful L2 reading input, sufficient reading comprehension accompanied by well-developed vocabulary knowledge should be prerequisite (Grabe, 2009). Thus, to guide learners to become better L2 readers, researchers have come up with a number of reading treatments that facilitate learners vocabulary learning and reading comprehension. Considering the growing importance of L2 reading, the present study examined the effects of repeated reading (RR) and theme-based narrow reading (TBNR) on Korean EFL learners vocabulary learning and reading comprehension, using varying levels of texts. It also investigated how EFL learners perceive their engagements with repeated reading and theme-based narrow reading. To answer the studys questions, 99 Korean EFL middle school students were divided into two groups

one group received the RR treatment and the other group received the TBNR treatment. The RR group read the same text repeatedly while receiving the exact same input. On the other hand, the TBNR group read thematically related texts while receiving input repeated, but at the same time contextually different. In total, 15 individual reading sessions were implemented over 15 weeks, one of which had its own distinctive reading texts and pre/post-test vocabulary and reading comprehension sets. Three levels of texts were used for this study: texts within learners reading ability (low-level), texts slightly beyond learners reading ability (mid-level), texts far beyond learners reading ability (high-level). The data were analyzed by using repeated measures MANOVA followed by univariate mixed ANOVAs with post hoc analyses. The results of the current study have shown that TBNR was significantly more effective than RR in enhancing learners vocabulary knowledge as well as reading comprehension across all three levels of text. As for the relationship between reading treatment and text difficulty, the effects of RR and TBNR were correlated with text difficulty. Accordingly, the current study provides some evidence on which level of texts should be chosen for learners reading ability in relation to reading treatments. As for the learners perception of the reading treatment, the TBNR group generally had more favorable attitudes toward the reading treatment they received than the RR group. In regard to the findings of the current study, some pedagogical implication can be drawn for L2 teachers and learners. The present study suggests using RR and TBNR to make L2 reading input more comprehensible, not only with texts within learners reading ability, but also with text beyond learners reading ability. However, with its proved effectiveness, TBNR can be more highly recommended than RR for vocabulary learning and reading comprehension, especially when the text level is within learners reading ability. Lastly, given the need of providing learners with thematically related texts, the present study gives some suggestions for developing reading materials for TBNR.