The Impact of Extensive Reading as a Supplementary Material on Upper-Intermediate EFL Learners’ L2 Reading Comprehension

Abstract

The present study sought to investigate the impact of extensive reading as one of the supplementary materials on reading comprehension among upper-intermediate EFL learners. The participants were 60 Iranian male and female EFL learners from Tabarestan-e Farda English Language institute. Three different instruments were used to collect the relevant data: 1) Oxford Placement Test (2011) to determine the anticipating EFL learners' proficiency level, 2) Pearson Longman Grade 4 Reading Comprehension Test to assess the participants’ reading comprehension, and 3) Davis, et el (1992) questionnaire for measuring students’ attitudes toward extensive reading. Paired-Sample T-Test was used to analyze the data. The results proved a significant impact of extensive reading in reading comprehension. Also, the participants’ attitude toward extensive reading was found to be positive. The major implication of the study is that extensive reading as an important supplementary material should receive further attention in language teaching programs.