EFL Learners’ Perceptions of Topic Interest Before and After Reading: Individual and Situational Factors

In educational research, topic interest refers to a learner’s level of engagement with a topic stemming from both personal characteristics and external circumstances. Since English as a Foreign Language (EFL) instruction often relies on predefined textbooks with fixed content, examining how learners perceive anticipatory and post-reading topic interest may yield valuable insights into fostering more effective learning experiences. Therefore, this qualitative study explored the perceptions of 10 EFL high school learners regarding individual and situational components of topic interest before and after reading textbook texts. Data were collected using a topic interest scale and stimulated-recall interviews. Findings revealed that individual interest—shaped by prior knowledge and perceived relevance—emerged as the primary driver of sustained engagement when learners read high-interest texts, prompting greater resilience toward linguistic complexity and incoherence. Individual interest also played a more sustained role in engagement throughout anticipatory and post-reading perceptions. Implications for pedagogy are discussed.