The Impact of Self-Selected Reading on L2 Reading Comprehension Ability of Iranian EFL Learners

Abstract

This study aimed at investigating the effect of self-selected reading on Iranian intermediate male EFL students’ L2 reading comprehension. Seventy-two Iranian male intermediate students, selected through convenience sampling method were randomly assigned to two (experimental and control) groups. The quick Oxford Placement Test was administered to choose the intermediate level sample. To ensure the homogeneity of the participants in terms of reading comprehension, the reading section of the TOEFL® Junior™ Standard Test (2012) was conducted. Also, the same test was used as the posttest to measure the students’ reading comprehension. Data was analyzed using Independent-samples T-tests as well as paired sample tests. The results indicated that the students in the experimental group that received the self-selected reading material had statistically significant difference in their pre and posttest reading comprehension scores. However, the students in the control group that received the teacher selected reading material showed a small difference, but not statistically difference in pre and posttest reading comprehension scores. It was concluded that instructing reading comprehension using the self-selected reading material resulted in a better understanding of the reading texts.