Abstract:

The use of different literary texts in language learning and teaching was undertaken in many research articles, reviews, and dissertations. Several studies have indicated the effectiveness of literature in language teaching and learning. One of the literary texts used to teach a foreign or second language is graded readers which are simplified versions of original texts. This qualitative case study intends to investigate tertiary EFL learners’ attitudes towards the use of graded readers in language learning. Participants of the study were 11 English preparatory class students at a Turkish state university. Data for the study were gathered through semi-structured individual interviews. Interviews were transcribed and analysed using thematic content analysis. Findings suggest that students have positive attitudes towards the use of graded readers, and they feel that those texts help them to improve their language skills; reading, writing, speaking, vocabulary knowledge, and grammar. Interview data also revealed that in the process of graded reader activity, learners used reading strategies and higher-order thinking skills such as critical thinking, collaboration and communication although they were not taught or instructed to use them.

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