The Effect of Digital Fluency-Building Tools on the Development of L2 Reading Fluency and Comprehension Skills
Hosein Siahpoosh, Arya Farshood, Arman Rashid Shomali
This study sought to investigate the effect of a digital fluency-building tool called AceReader on the development of reading fluency and comprehension of Iranian intermediate EFL learners. To this end, 60 male students of Mellat Language Institute in Rasht, Iran were randomly selected via administration of a Preliminary English Test. Then, the selected participants were randomly assigned to the experimental and control groups. Pretest of reading comprehension was administered to the experimental and the control groups to assess their knowledge of reading competence (in terms of comprehension and fluency) before the treatment. Next, the treatment started and experimental group was exposed to teaching with AceReader and control group was exposed to the traditional methods of teaching reading comprehension. Finally, posttest of reading comprehension was administered to participants of both groups at the end of treatment to assess possible difference of performance of the experimental and control groups. The collected data were then processed through statistical analysis of t-test. Findings revealed that, (a) speed reading practice via doing intensive reading activities had produced any statistically significant effect on the development of reading fluency and comprehension among Iranian EFL learners, (b) using AceReader, a digital fluency-building tool, had produced any statistically significant effect on the development of reading fluency and comprehension among participants, and (c) there is a statistically significant difference between the effects of reading via intensive reading activities and using the digital fluency-building tool on the development of L2 reading fluency and comprehension of Iranian EFL learners. This study can be used by language teachers, syllabus designers, curriculum developers, and language learners.