The Effect of Using L1 Reading Comprehension Task on Iranian EFL Learners’ L2 Reading Comprehension Test Score

This article is an attempt to study the effect of using L1 readingcomprehension task on the students’ L2 reading comprehension. The data of the present article was collected through a randomly classified data collection process: A TOEFL test was administered to all sophomore B.A. students studying at Islamic Azad university of Iran, Tonekabon branch to measure the students’ language proficiency level and to homogenize them. From among all of them, a total of 20 students were randomly selected and divided into two groups namely control and experimental group; each group covering 10 subjects. Then, a pretest was administered to both groups and after teaching L1 reading comprehension to the experimental group for ten sessions, a posttest was given to both groups. The posttest was as the same as the pretest. Next, the data was analyzed through descriptive statistics and then the Pearson correlation test and independent samples test were run by SPSS. The results confirm the null hypothesis of the study showing that there is no statistically significant difference between the pretest and posttest of both control and experimental group, hence demonstrating that L1 reading comprehension task does not have any effect on L2 reading comprehension test score.