The impact of graded readers on foreign language learning and acquisition in higher education

Апстракт

Extensive reading, and particularly the use of graded readers, have been recognized as contributing factors of SLA. Graded readers allow learners to read authentic texts suitable for their language level which directly follows principles stemming from input-based SLA theories (Krashen, 1982; Krashen & Terrell, 1983: 134). The relationship between the use of graded readers and learning outcomes for intermediate and upper intermediate courses at higher education has received relatively limited attention in research. The main aim of this paper was to examine the role of graded readers in improving linguistic competence among university students enrolled in general English courses. Specifically, the research sought to determine whether students who had performed better on graded reader assignments also achieved higher results on final exams assessing grammar and vocabulary. The study was conducted with a cohort of university students who took two consecutive English language courses at the B1 and B2 levels in one academic year. Quantitative data were collected by analyzing students’ scores on graded reader assignments, completed as part of their semester coursework, and their corresponding results on the final exams which assessed grammar proficiency and vocabulary learning and acquisition. Statistical analysis was carried out using SPSS software to test the hypothesis that higher scores in the graded reader assignment correlated positively with higher scores in the final exams. The research confirmed the hypothesis, demonstrating a statistically significant positive correlation between scores on graded reader assignments and final exam results. Students who performed better in the reading tasks achieved higher scores on the final exam assessing grammar proficiency and vocabulary acquisition. These results emphasize the value of including graded readers in syllabi in foreign language courses, since they contribute to language acquisition. The findings of this research support the inclusion of graded readers into the syllabi of general English courses at intermediate and upper-intermediate level. Graded readers allow for steady students’ progress in foreign language learning and acquisition not only in developing competences in reading comprehension, but also in building grammar proficiency and vocabulary development through consistent and regular exposure of learners to comprehensible input.