European International Journal of Multidisciplinary Research
and Management Studies
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TYPE
Original Research
PAGE NO.
7-9
DOI
OPEN ACCESS
SUBMITED
08 March 2025
ACCEPTED
05 April 2025
PUBLISHED
07 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
English Novels Hold
Particular Promise for
Improving Reading
Comprehension
Aliqulova Feruza O`ktam qizi
Teacher of Termiz Pedagogical Institute Termiz district, Yangi-obod
neighborhood, At-Termiziy street, house 1-A, Uzbekistan
Abstract:
Reading comprehension is a fundamental
skill in second language acquisition, yet traditional
methods often rely on short, intensive reading passages
that may not fully engage learners. This study
investigates the use of English novels as a tool to
improve students’ reading comprehension in an EFL
context. Results indicate that the novel-reading group
made significant gains in reading comprehension and
related sub-skills, with notably higher incidental
vocabulary gains and improved inferencing ability in
comprehension
questions.
Participants
also
demonstrated increased reading fluency and expressed
greater cultural insight and motivation to read in
English.
Keywords:
Reading comprehension, second language
acquisition, English novels, extensive reading, EFL,
vocabulary acquisition, inferencing skills, reading
fluency, cultural awareness, learner motivation,
Communicative Language Teaching, Task-Based
Language Teaching, language pedagogy.
Introduction:
Developing reading comprehension in
English is a central goal for EFL/ESL learners, yet it
remains a challenging skill to teach and acquire.
Traditional classroom practice often emphasizes
intensive reading of short texts with close vocabulary
and grammar analysis. While such practices build
discrete reading skills, they may not sufficiently
promote fluent, engaged reading or the broad language
growth that comes from encountering language in
context.
Among long-form texts, English novels hold particular
European International Journal of Multidisciplinary Research
and Management Studies
8
https://eipublication.com/index.php/eijmrms
European International Journal of Multidisciplinary Research and Management Studies
promise for improving reading comprehension. Novels
are rich, authentic texts that present language in varied
contexts and registers, exposing learners to vocabulary,
idioms, and syntax beyond the scope of textbooks.
Unlike abridged passages, novels tell extended stories
that can captivate learners’ interest, potentially
increasing motivation and time-on-task. From a
communicative language teaching (CLT) perspective,
novels constitute authentic materials produced for
native readers, which can be leveraged in the classroom
to simulate real-life reading experiences and cultural
exposure (Savignon, 2002). Authentic literary texts
immerse learners in the target language culture and
modes of expression, enabling them to understand not
just the language but the social and cultural contexts of
communication. By reading fiction, students also
practice inferential thinking
–
“reading between the
lines” to grasp implicit meanings –
an essential
comprehension skill. Furthermore, the narrative flow of
novels encourages reading fluency; learners must read
more continuously and rapidly to follow the plot, which
can improve their reading speed and automaticity over
time.
Despite these theoretical advantages, incorporating
novels in an EFL setting raises questions about
methodology and outcomes. How exactly does novel
reading impact specific facets of comprehension such
as vocabulary growth or inferencing ability? Can a
novel-based curriculum significantly improve general
reading proficiency compared to traditional methods?
What frameworks and classroom practices best
support students in benefiting from literature? To
address these questions, this study explores the
integration of English novel reading into an EFL
program an
d its effects on learners’ reading
comprehension. We focus on five key areas of potential
benefit derived from literature as highlighted in prior
research: vocabulary acquisition, inferencing skills,
reading fluency, cultural awareness, and motivation.
Each of these dimensions plays a role in reading
comprehension. For instance, a broad vocabulary and
the ability to infer meaning from context help readers
make sense of texts, while reading fluency allows
readers to process text smoothly without being bogged
down by decoding. Cultural knowledge can enhance
understanding of references and contexts in English
texts, and motivation drives the extensive reading
needed for improvement.
Inferencing
–
the ability to interpret information that is
implied but not explicitly stated
–
is a critical
component of reading comprehension. Skilled readers
constantly make inferences about characters’
intentions, plot developments, and the meaning of
unknown words or phrases. Reading novels can
sharpen students’ inferencing skil
ls because literary
narratives typically do not spell out every detail;
readers must “read between the lines” to fully
understand motives, causes, and themes. Several
studies have explored how working with fiction can
improve learners’ inferential reading
strategies. Gahari
and
Basanjideh
(2015)
trained
Iranian
EFL
undergraduates using short story reading and strategy
instruction, and found that those who practiced
inferring meanings and identifying themes showed
higher gains in reading comprehension than those who
only did standard comprehension exercises. The act of
following a long-form narrative allows students to
practice connecting clues over chapters and predicting
outcomes, thereby exercising deeper cognitive
processing.
Research in L1 contexts also reinforces the value of
inference training through literature. For example,
Levine and Horton (2015) demonstrated that high
school readers, after guidance on making thematic
inferences in literary texts, began to interpret stories
more like expert readers and improved their overall
understanding of the texts. In an EFL context, Öz &
Efegioğlu (2015) examined the use of a graphic novel in
a Turkish high school and found that the group reading
the graphic novel developed a significantly better
ability to make inferences compared to a control group
(as evidenced by more interpretative answers to
comprehension questions). These students could more
readily “read between the lines” and grasp implicit
meanings, a skill which directly translated into stronger
reading comprehension performance. Consistent with
these findings, McCarthy and Goldman (2015) note that
prompting students to construct inferences about
themes and arguments “makes it possible to read
between [the] lines and beyond the explicit text, which
impr
oves their reading comprehension”. Thus,
incorporating novels in the curriculum
–
especially with
guided activities like discussions or reading journals
that prompt inferencing
–
can help learners practice
and internalize this skill. Over time, as students become
comfortable with inferencing in literature, they are
likely to apply the same skill to other reading materials,
improving comprehension across the board.
Reading fluency refers to the ability to read text
quickly, accurately, and with appropriate expression. It
is often measured by reading speed (words per minute)
and is closely tied to comprehension; when a reader
can decode text fluently, cognitive resources are freed
for understanding meaning. Extensive reading of novels
is expected to improve fluency because it involves
reading large amounts of text where the focus is on
overall meaning rather than careful analysis of form. As
learners progress through a novel, they ideally start
European International Journal of Multidisciplinary Research
and Management Studies
9
https://eipublication.com/index.php/eijmrms
European International Journal of Multidisciplinary Research and Management Studies
reading faster as they become engrossed in the story
and encounter familiar vocabulary and patterns. The
aim of extensive reading programs is indeed to increase
reading fluency by making reading an enjoyable,
regular activity.
An additional perspective is provided by Nuttall’s
concept of the “virtuous circle of reading”: fluent
reading leads to more enjoyment, which leads to more
reading, which in turn further enhances fluency and
comprehension. In other words, initial improvements
in fluency can yield motivational benefits that reinforce
a self-sustaining cycle of reading development. In our
focus on novels, it is expected that once students get
hooked on a story, they will read for longer stretches
and with increasing ease, thereby boosting their
fluency. Teachers have observed, for instance, that
students who initially read slowly and word-by-word
begin to read in meaningful chunks and with greater
speed after participating in a semester of extensive
novel reading (Day & Bamford, 1998). By including
novels in an EFL syllabus, educators target fluency
indirectly: rather than drills for speed, they provide
engaging content that naturally trains students to read
more fluently as they immerse themselves in the text.
METHODOLOGY
This study was designed as a quasi-experimental
intervention with mixed methods, conducted over one
academic semester. The research setting was a
university-affiliated language institute where learners
were enrolled in an upper-intermediate EFL reading
course. Two intact classes were selected: one served as
the experimental group (novel-based extensive
reading) and the other as the comparison group
(traditional intensive reading). A total of 60 students
participated (N = 60), with 30 students in each group.
All participants were adult learners (aged 18
–
22) whose
proficiency corresponded roughly to B2 level on the
CEFR scale. They had all completed at least four
semesters of general English instruction, ensuring a
sufficient baseline of vocabulary and grammar to
handle intermediate-level texts. None of the students
had extensive prior experience with reading English
novels. A pre-study survey confirmed that while most
had read short stories or textbook chapters in English,
fewer than 10% had ever read an English novel to
completion.
CONCLUSION
In
conclusion,
improving
students’
reading
comprehension through English novels is not only
feasible but highly beneficial. The academic gains in
comprehension, vocabulary, and fluency go hand in
hand with affective gains in motivation and confidence,
painting a picture of learners who are not just better
readers but also more autonomous and enthusiastic
readers. This holistic improvement is particularly
valuable in EFL contexts, where students often struggle
to find authentic reasons to engage with English. A
novel provides that reason
–
a compelling story
–
and
transforms reading from a classroom task to a personal
journey.English novels, when appropriately employed,
are
powerful
tools
for
enhancing
reading
comprehension and language competence. We
encourage educators to embrace literature as a
dynamic component of language teaching and to share
in the journey of discovery that their students will
undoubtedly experience as they turn the pages of a
good book in English.
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International Journal of Research in English Education,
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Krashen, S. D. (2004). The Power of Reading: Insights
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Savignon, S. J. (2002). Communicative language
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Aliqulova Feruza O’kt
a
m qizi “INGLIZ TILIDA O’QISH
KOMPETENSIYASINI RIVOJLANTIRISHNING OʻZIGA XOS
XUSUSIYATLARI”
https://doi.org/10.5281/zenodo.14799907
