Examining Academic EFL Learners’ Awareness of Textuality

Abstract

The present study sought to investigate the effects of enhancing Iranian academic EFL learners’ awareness of textuality of a text on their L2 reading comprehension. To this end, the Oxford Placement Test (OPT) was administered to 120 Iranian academic EFL female learners to determine their proficiency level. Then the features of textuality of a text were introduced to two groups of experimental and control at the elementary and intermediate proficiency levels (30 members in each experimental group) while practicing reading comprehension during an academic course for three months. A reading comprehension test was conducted at the end of the 18^th session. The results of Independent Sample t-test indicated statistically significant differences between the participants’ reading comprehension scores in the experimental group and those in the control group. Regarding proficiency levels, the results also showed that the proficiency level had no statistically significant role in the learners’ textuality awareness.