Category 5: Text Related Factors

Texts are another significant factor in foreign language reading as they are the main instruments in reading. The level and topic of the text might affect reading comprehension. To illustrate, being familiar with the text topic has a positive effect on reading comprehension since it enables recalling pre-existing information (Leeser, 2007;

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Alptekin & Erçetin, 2011). Moreover, appropriacy of the text levels might facilitate comprehension, according to the Language Threshold Hypothesis (Alderson, 1984;

Grabe, 2009b; Grabe & Stoller, 2002; Koda, 2005). As a result, the effects of texts is one of the concernments of this study.

19 out of 20 participants agree that topic familiarity has an effect on reading comprehension. Participant 3 said “The more familiar a student is with the subject, the more they know the terminology of the subject, if it is an academic thing. If they know the humorous side of it in a social sense, the more easily they will understand what he is reading. Participant 9 explained its benefits by saying:

For example, if a student is interested in space or, I do not know, aliens. In one lesson, there was the topic of aliens building the pyramids of Egypt. The topic attracts the attention of students who are interested in the topic and students who have previously read about it because they have a background. These students perform better on those tasks. So it is also important to be familiar with the topic.

Likewise, participant 6 said:

In fact, one of the biggest responsibilities of the instructors is to provide familiarity with the subject by creating a context. At the same time, we must try to familiarize them with the things in the text by having them watch a video if necessary, give them a little information, and play a small game. Because there can be many different topics.

Another issue about topic familiarity in the texts is that it helps learners at the beginning levels. For example, when asked about the effect of topic familiarity on improving foreign language reading skills participant 17 said:

I think it might be preferable at the beginning especially. For example, when you read a story that you previously read in your L1 and you know very well, it is much easier to understand what the story means and where it goes in a foreign language. It has this effect. I think it is something that can be useful especially at the lower levels.

Participant 10 had a similar opinion:

Being familiar with the topic is important in terms of allowing the learner to make comparisons. The fact that the topics of the texts that the learner read in his native language and in a foreign language are similar is helpful at the beginning, but later it becomes meaningless and boring. Topic familiarity can become boring after a

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certain level because when you learn a new language, you should be learning new things as well, instead of reading about the same topics.

Participant 13 emphasized the importance of interesting topics and said:

Being familiar with the subject may be a relief for students who are struggling.

Perhaps it is more important at lower levels. So, of course at lower levels, topic familiarity may be useful, but it is better that the subject is more interesting as the level progresses. Then the lessons flow more easily.

On whether or not to provide learners only with familiar topics, participant 2 said

“I think it (topic familiarity) is important, but in this case, should only the texts they are familiar with be given to them? No, maybe they will come across a topic they do not know and it will be very interesting”. Participant 4, who believe that being familiar with the topic is not that vital for reading comprehension, also said:

Frankly, I do not think it is very effective. A subject that the student does not know at all is sometimes more interesting for them. Sometimes something like

"ignorance is bliss" happens. But of course, I believe that all this is directly related to the attitude of the teacher. I think it is very important how you introduce that subject, whether you do warm-up or not, if you do, how you do it. Familiarity with the topic can be gained by students.

In addition, 8 instructors point out the effect of text levels. They agree that when the level of the text and level of learners are in accordance, comprehension becomes easier and motivation to read increases. For example, on how text level affects learners, participant 1 said: “When they come across many different foreign words, they get bored and quit. Perhaps they need to start with something suitable for their level in order to continue.” Participant 7 also emphasized the role of text level in motivating learners and said:

They are actually all very connected, being familiar with the topic, the appropriate level of the text. They see that they get motivated when they succeed, and they can read more when they are motivated. But I think the feeling that they can understand what they read, being able to answer the questions and being successful motivate them. When the student starts reading with a text that they do not understand and which is above their level, they do not want to read again.

Thus, the instructors in the study believe that texts are considerable components of reading. While the majority think topic familiarity has an impact on comprehension, some instructors also assume that reading about interesting topics can stimulate learners.

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Also, it is necessary to provide texts with an appropriate level which can benefit learners in terms of both comprehension and motivation.