Aligning CEFR E-Graded Readers with EFL Learners’ Reading Proficiency: A Mixed-Methods Study from West Sulawesi, Indonesia
Abstract
This study investigates the alignment of CEFR-levelled e-graded readers with the reading proficiency of West Sulawesi EFL learners and the challenges encountered during an extensive reading program using the e-graded readers. A mixed-methods approach was employed, combining quantitative and qualitative data. 85 undergraduate learners from the English Education Study Program were the participants of this study. All learners were enrolled in an Extensive Reading course that incorporated CEFR-aligned e-graded readers accessed through the platform https://english-e-reader.net. The findings show a moderate positive correlation (r = 0.659) between CEFR levels and reading test scores, with higher levels associated with better performance. The results indicate significant differences in test scores across levels, F(4, 80) = 21.95, p < 0.001, with B1,B1+ and B2 learners outperforming those at A1 and A2. Qualitative data highlight comprehension difficulties, particularly with idiomatic expressions and cultural references. Learners also suggested incorporating interactive features and collaborative learning to improve engagement and motivation. The study concludes that enhancing scaffolding strategies, interactive elements and assessments can improve the effectiveness of E-Graded Readers in extensive reading program for EFL learners in West Sulawesi, Indonesia.
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