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Abstract English as a foreign language (EFL) learners often read at rates below recommended reading speeds needed for reading fluency. Two methods are often employed to facilitate reading rates: unassisted repeated reading (UARR) and audio-assisted repeated reading (AARR). Both approaches have demonstrated significant gains. However, the two methods’ effects have not been explored and compared in the course of one investigation. To address this, an experimental design was employed with undergraduate EFL learners ( N = 50) at a university in Southern Vietnam. The results indicated that both procedures produced significant positive gains; however, the AARR showed a significantly higher effect than UARR (77.27, 44.72, p < 0.001). As no prior studies were found to have compared these two techniques, it is hoped that the findings will practically and theoretically further the literature regarding their comparative effectiveness.
Pham et al. (Thu,) studied this question.