NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046909
Record Type: Journal
Publication Date: 2014-Sep
Pages: 34
Abstractor: As Provided
ISSN: EISSN-1533-242X
EFL Reading Comprehension, Individual Differences and Text Difficulty
Bilikozen, Neslihan; Akyel, Ayse
Reading Matrix: An International Online Journal, v14 n2 p263-296 Sep 2014
This study explores the relative contribution to EFL reading comprehension of the following individual-difference variables: prior knowledge, topic interest, linguistic proficiency, gender, reading motivation, and metacognitive awareness. It also investigates the relationship between the aforementioned individual differences and the role of text difficulty in EFL reading comprehension. The participants of the study are 66 Turkish students studying English for academic purposes at a state university in Turkey. The participants' level of reading comprehension was assessed through reading recall protocols. The data, which have been collected through several tests and questionnaires, are analyzed using hierarchical multiple regression procedures. Results indicate that linguistic proficiency, reading motivation and prior knowledge, in order of significance, account for 54% of the variability in the reading comprehension of the participants. Furthermore, text difficulty is found to have an influence on the contribution to L2 reading comprehension of the selected individual-difference variables.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)
Grant or Contract Numbers: N/A