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.



Metrics
References
Azmuddin, R. A., Zulaikha, A., Ali, M., Ngah, E., Ali, Z., & Ruslim, N. M. (2019). Extensive Reading Project using Graded Readers in a University Classroom. International Journal of Language Education and Applied Linguistics. http://ijleal.ump.edu.my/
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://books.google.co.id/books?id=PViMtOnJ1LcC
Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press. https://books.google.co.id/books?id=Bg8LngEACAAJ
De Lozier, C. D. M. (2019). Motivation, Proficiency and Performance in Extensive Reading. International Journal of Innovation and Research in Educational Sciences, 6(3).
Gopal, R., Maniam, M., & Nallaluthan, K. (2023). Measuring Malaysian Lower Secondary Learners’ Reading Ability on a CEFR-Aligned Text. Studies in English Language and Education, 10(2), 614–627. https://doi.org/10.24815/siele.v10i2.28013
Heidari, K., & Aliyar, M. (2025). Thirty-Five Years of Research on Idioms in Second Language Acquisition: A Methodological Review. Research Synthesis in Applied Linguistics, 1–23. https://doi.org/10.1080/29984475.2025.2486966
Horst, M. (2005). Learning L2 Vocabulary through Extensive Reading: A Measurement Study. Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes - CAN MOD LANG REV, 61, 355–382. https://doi.org/10.3138/cmlr.61.3.355
Kara, B. (2019). The Effect of Graded Readers on Reading Comprehension Skill of EFL Students. Language Teaching and Educational Research, 2(2), 160–172. https://doi.org/10.35207/later.554716
Kramsch, C. (1993). Context and Culture in Language Teaching. OUP Oxford. https://books.google.co.id/books?id=73rFnM6qlrwC
Lee, J., Schallert, D. L., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38–50. https://doi.org/10.1016/j.system.2015.04.016
Lin, Y. (2025). A reflection of learners’ motivation to read, self-assessment, critical thinking, and academic well-being in extensive and intensive reading offline instruction: A focus on self-determination theory. Learning and Motivation, 89, 102093. https://doi.org/10.1016/j.lmot.2024.102093
Macalister, J. (2015). Guidelines or commandments? reconsidering core principles in extensive reading. Reading in a Foreign Language, 27(1), 122–128. https://nflrc.hawaii.edu/rfl/item/318
Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. Cambridge University Press. https://books.google.co.id/books?id=SSLdo1MLIywC
Morabit Nadir, E. (2021). Graded Readers: An Empirical Study Measuring the Impact on Low-Proficiency EFL Students’ Writing Fluency in Morocco. International Journal of Linguistics, Literature and Translation, 4(6). https://doi.org/10.32996/ijllt
Nation, I. S. P., & Waring, R. (2019). Teaching Extensive Reading in Another Language. Taylor & Francis. https://books.google.co.id/books?id=xRu_DwAAQBAJ
Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19(2), 1–27. http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=02642425&AN=27165531&h=etilTFJDMFS6hEKv3Icjyh4RYtebP+0Lkm6PI2fE4NV4NgbGTE3SMi8XyE0wknQogf+hTSAHXFBwAqpyvzEwyA==&crl=c
Noori, A. (2025). Enhancing EFL Reading Instruction with Digital Tools: Effects on Comprehension, Vocabulary, and Engagement. 7, 289–313. https://doi.org/10.62810/jss.v7i4.264
Octavianti, Z. D., Retnaningdyah, P., & Munir, A. (2023). Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery. IJORER : International Journal of Recent Educational Research, 4(5), 620–631. https://doi.org/10.46245/ijorer.v4i5.402
Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287–295. https://doi.org/10.1093/elt/ccv049
Reiber-Kuijpers, M., Kral, M., & Meijer, P. (2021). Digital reading in a second or foreign language: A systematic literature review. Computers & Education, 163, 104115. https://doi.org/10.1016/j.compedu.2020.104115
Robb, T. N., & Ewert, D. (2024). Classroom-based extensive reading: a review of recent research. Language Teaching, 57(3), 295–324. https://doi.org/DOI: 10.1017/S0261444823000319
Tomlinson, B. (2023). Developing Materials for Language Teaching. Bloomsbury Academic. https://books.google.co.id/books?id=RthvEAAAQBAJ
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. https://books.google.co.id/books?id=RxjjUefze_oC
Copyright (c) 2025 Nihla Afdaliah (Author)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


