Leveraging L1 to Boost L2: Insights from an L1-Scaffolded Authentic Reading Intervention

This study examined the effects of integrating L1 translation into an L1 scaffolded authentic reading intervention designed to improve English for Academic Purposes (EAP) learners’ reading proficiency. While the intervention was informed by principles of extensive reading (ER), it does not claim to be a traditional ER study; rather, it investigates the role of L1 translation in making authentic academic texts accessible to intermediate EFL learners. Overall, the study highlights the pedagogical potential of L1 supported reading interventions specifically for EAP contexts, where authentic materials are often above learners’ independent reading level. A mixed-methods design was implemented with 76 first-year university students over eight weeks. Quantitative data were collected through pre- and post-tests measuring vocabulary knowledge and reading comprehension, while qualitative insights were derived from student reflections and classroom observations. The findings showed significant gains in vocabulary and reading comprehension, with L1 translation associated with more effective vocabulary development and greater learner motivation. These results suggest that judicious L1 use supports comprehension and sustained engagement. Overall, the study highlights the pedagogical potential of L1-supported reading interventions for EAP contexts. By facilitating vocabulary growth, comprehension, and motivation, L1 translation offers an effective alternative to exclusive L2 approaches in EFL reading instruction.