L1- L2 transfer in EFL reading comprehension
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Introduction. Grounded in Cummins’ linguistic interdependence hypothesis, this study examines first-language (L1) literacy skills as observable indicators of cross-linguistic transfer in English as a foreign language (EFL) reading comprehension. Objective. The primary purpose of this study was to assess and compare secondary school students’ performance in literal and inferential reading comprehension task across Spanish (L1) and English (L2). Methodology. A quantitative, non-experimental, cross-sectional design with a descriptive-comparative scope was employed. The sample consisted of 35 secondary school students (N=35), ages 14 to 17 years, enrolled at a private educational institution in Ecuador, receiving EFL instruction aligned with B1-B2 CEFR proficiency descriptors. Data were collected using a parallel bilingual reading comprehension assessment administered via Google Forms under counterbalanced administration sequences. Descriptive statistics, including mean scores (M), standard deviations (SD), and accuracy percentages (%), were calculated to evaluate performance across languages and task levels. Results. The findings revealed a consistent task-level performance hierarchy across both languages, with literal comprehension scores exceeding inferential comprehension score in Spanish (M=4.86/5, SD= 0.28; 97.20% vs. M=4.37/5, SD=0.49; 87.40%) and in English (M=4.76/5, SD=0.38; 95.20% vs. M=4.06/5, SD=0.68; 81.20%). Overall baseline performance was high across relative language literacy (M=9.23/10, SD=0.61; 92.30%) and foreign language reading comprehension (M=8.82/10, SD= 0.91; 88.24%). Conclusion. The results demonstrated parallel performance patterns in text processing across language, supporting the view that higher-order reading abilities developed in L1 serve as positive resources that facilitate EFL reading comprehension. EFL educators are encouraged to leverage native literacy strategies to foster parallel reading development in foreign language classrooms. General Area of Study: Applied language education. Specific area of study: Teaching English as a foreign language (EFL)/interlinguistic transfer. Type of study: Original articles.
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