Skip to main content

EFL Learner's Chief Success Determinants

Besides facilitating knowledge enlargement, critical and analytical thinking skills advancement, creativity development, and entertainment, reading also provides EFL learners with meaningful inputs, opportunities to consolidate previously learned language components and skills, chances to improve vocabulary and writing skills, and access to the resourceful and most patient ‘friends, ‘counselor’ and ‘teachers’.

Reading has been acknowledged as an extremely important habit since the time immemorial. It is beneficial for everyone, including adults, students, and children. Adults and older people need to read to keep being up to date. By being well informed they will be more confident and able to make the right decisions. For older people, reading is advantageous because it, as recent research conducted in Rush University Medical Center, Chicago revealed, slows down the progress of (or possibly even prevent) Alzheimer’s and other forms of dementia. For children, reading nurtures curiosity which further stimulates them to read more and to study. Reading is an essential tool for all students regardless of their study field because it facilitates knowledge enlargement, critical and analytical thinking skills advancement, creativity development, and cheap but health entertainment. However, reading is exclusively more than just a learning tool for EFL learners due to several reasons. This essay discusses some major reasons why reading has an exclusive importance for EFL learners.

The first reason is that reading in English provides exposure to the language. Unlike students who learn English as a mother tongue and a second language, EFL learners study the target language in an environment where it is not used in daily life. This causes them to lack of English inputs and the opportunity to practice it in their daily interaction. Such an exposure gap could be best reduced by the provision of large quantities of English texts. Various studies revealed that authentic comprehensible English texts provide learners with valuable inputs. If students select texts interesting to them the language exposure will occur in a relaxed, tension-free learning atmosphere. Such a condition will make language acquisition very conducive. In most cases, this could be achieved by reading novels or short stories written by English native speakers. Such literary works are generally entertaining and so close to real-life that they provide the readers linguistic competence and cultural awareness which facilitate proficiency in an interesting way.

Secondly, reading can reinforce and recombine the previously learned language. Stories telling past events employ past tenses in natural contexts. Stories that tell present events use present tenses in context. Reading such texts enables students to see numerous examples of sentences of various tenses they might have studied in the classroom. Articles and essays are composed of various types of paragraphs. Reading such texts offers students the potential for reinforcing and recombining paragraph elements and skills they had learned in the classroom. Getting such reinforcement again and again through reading will help EFL students increase their mastery of the target language.

The third reason is that reading effectively increases vocabulary. Research has shown that getting students to spend time on silent reading of interesting books is much more effective to increase their vocabulary than asking them to learn words directly, like memorizing words in lists. That’s true that some words must be learned directly, but most vocabulary is learned indirectly. The more one reads, the more new word he/she comes across. Since most words are met repetitively in various contexts, the reader unconsciously learns their meanings and includes the words into his/her vocabulary repertoire. These new words become more stick in his/her mind when she/he meets them in the next readings. These words help him/her in listening, and they could be used in speaking and writing. 

Reading also improves writing skills. Most professional writers agree that writing is a skill that requires a lot of practice, ideas to share, and models to master. The best way to get good models and to enrich ideas for writing is through reading. Oscar Wilde, a famous Irish poet and playwright, said, "You are what you read". This is precisely true in the reading and writing connection. A person who loves reading poems tends to write poems. People who like reading short stories are inclined to write short stories. Those who work in academia will be apt to write in academic language. Reading also enlightens. It enlarges knowledge and broadens imagination. Reading, therefore, will feed directly into what – and how – you write. Stephen King, the famous American novelist and short-story writer accentuated, “If you don't have time to read, you don't have the time (or the tools) to write. Simple as that.” The close connection of reading and writing is also confirmed by research revealing that students who loved reading before they entered college write much better than those who were not prolific readers in secondary school. Thus, if you want to write well, read a lot!

Last but not least, reading is ready to offer ideas, suggestions, guidelines, and tips you need to do unfamiliar tasks or to solve problems. Students assigned to conduct a survey but are not sure how to devise a proper instrument for collecting data will find reading books or articles describing how to develop a good questionnaire helpful. When you are in doubt about how to write a good argumentative paragraph or how to deliver an effective speech, consulting suitable texts will surely help you deal with the assignment. More interestingly, you can consult books any time you’d like to, and the books never judge you. They are also never impatient, get bored, or inattentive although you consult them again and again and again. Charles William Eliot, an American educator who served as the president of Harvard University for 40 years once said, “Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors, and the most patient of teachers.”

To conclude, reading is very essential for EFL learners. Besides the advantages students of all study fields can get from reading, EFL learners can get some exclusive advantages that empower them to succeed in their learning. The exclusive advantages include the provision of meaningful inputs, opportunities to consolidate previously learned language components and skills, vocabulary and writing skills improvement, and the provision of access to the resourceful and most patient ‘friends, ‘counselor’ and ‘teachers’. Realizing the immense power they can get from it, reading is certainly a great opportunity EFL learners must grab. Not seizing an opportunity that is right in one’s nose can be a life-long inconsolable regret. Dear EFL learners, how many pages have you read today?

Author : Parlindungan Pardede (


Popular posts from this blog

Types and Functions of Plot

Type of Plots  The plot used in fictions can be differentiated into four types: linear, episodic, parallel, and flashback. The most common plot employed in short stories is the linear plot. Some short stories, though quite rarely, also use flashback plot. The episodic and parallel plots, however, are found only in long fiction, i.e. novels. Short storied do not use episodic and parallel plots because short stories normally concentrate on a single event with a very limited number of characters, while episodic and parallel plots include a series of events or more than one plot. The following section describes each plot briefly. The Linear Plot The linear plot (sometimes is also called dramatic or progressive plot) presents action or occurrences chronologically. It typically starts with an exposition (or introduction to the setting and characters) and the conflict. After that, the rising action follows which leads to a climax. Soon after the climax, falling action emerges which brings

Esensi Umpan Balik dalam Pembelajaran Daring

Untuk mengoptimalkan pembelajaran daring (online learning), komitmen untuk bertukar umpan balik merupakan keharusan. Bertukar umpan balik tidak hanya mengatasi perasaan terisolasi, kesulitan berkonsentrasi, dan kesulitan untuk terlibat dalam pembelajaran tetapi juga meningkatkan capaian pembelajaran dan mengembangkan 4C. Sebagai bagian dari upaya mencegah penyebaran virus corona, sekolah-sekolah di semua jenjang pendidikan di hampir seluruh dunia telah ditutup. Pada tanggal 30 April 2020, lebih dari 1,2 miliar siswa di 182 negara ditugaskan belajar dari rumah. Sebagian besar menerapkan pembelajaran daring (dalam jaringan), dan sebagian lagi menggunakan pembelajaran luring (luar jaringan). Pembelajaran daring pada dasarnya bukan praktik baru. Begitu mulai digunakan pada akhir 1980-an, jumlah pelajar, khususnya di perguruan tinggi, yang mengikuti pembelajaran daring terus meningkat. Pada tahun 2018, lebih dari seperempat mahasiswa di AS mengambil kelas daring. Sebelum COVID 19 mere

An Analysis of the Theme of Hemingway’s “Old Man at the Bridge”

  An Analysis of the Theme of Hemingway’s “Old Man at the Bridge” Introduction The theme is one of the most interesting elements of fiction, including a short story. It refers to the central idea or meaning that the author wants to convey to the readers. Some stories convey a single theme, but some other stories have several themes. Since short stories are related to human life, Alternbend and Lewis (1966, p. 78) define theme as “The general vision of life or the more explicit proposition about human experience that literature conveys”. In relation to this, one of the easiest ways to determine the theme of a short story is by asking ourselves, “What does the story say about life? The theme of fiction is generally presented through the other elements of fiction, particularly the plot and characterization. This article is a venture to analyze the theme of Hemingway’s Old Man at the Bridge . This story is interesting to analyze due to two reasons. First, it is based on Hemingway’s exp