Effects of seductive details on reading comprehension in a second language

Abstract

This thesis investigates the impact of seductive details on reading comprehension in a second language (L2). The study explores how different types of seductive details (totally unrelated versus moderately related) affect L2 reading comprehension and whether prior knowledge is linked to comprehension, particularly when exposed to texts with seductive details. The study involved 69 preparatory school students with A2 and B2 English proficiency levels. Three versions of the same reading material were presented to different groups: (a) no seductive details, (b) slightly irrelevant details, and (c) totally unrelated details. Participants completed a prior knowledge test about the text's topic before reading and a comprehension test after reading. The results revealed that seductive details did not significantly impact reading comprehension. However, a positive relationship was found between prior knowledge and reading comprehension when exposed to texts with seductive details. Higher prior knowledge was associated with better comprehension, regardless of language proficiency. These findings offer valuable insights for teaching L2 reading and developing L2 reading materials.