The Effectiveness of Speed-Reading Training on Reading Speed and Comprehension among University-Level EFL Learners

Abstract

Speed-reading interventions have gained attention as a strategy to enhance reading fluency and comprehension, particularly in English as a Foreign Language (EFL) contexts. This study aimed to evaluate the effectiveness of speed-reading training in improving both reading speed and comprehension among university-level EFL learners (Martins & Capellini, 2019). A quasi-experimental pretest-posttest design was employed, comparing an experimental group receiving structured speed-reading instruction with a control group following traditional reading instruction. Data were analyzed using statistical methods, including ANOVA and effect size calculations, to assess reading gains. Findings indicate that participants in the experimental group exhibited an average 45% increase in reading speed, with some individuals achieving up to 75% improvement. Additionally, comprehension scores improved by 22%, supporting prior claims that speed-reading training can enhance both fluency and understanding when integrated with effective reading strategies. Students also reported increased motivation and confidence in reading, demonstrating broader educational benefits beyond direct skill acquisition. The discussion highlights the pedagogical significance of incorporating speed-reading into EFL curricula, the role of long-term interventions in fostering lasting improvements, and the importance of technology-enhanced learning tools in personalized instruction. The study contributes to existing literature by reinforcing the effectiveness of structured speed-reading programs and offering insights into their cognitive and academic benefits. Future research should explore longitudinal impacts, diverse learner demographics, and the role of individual cognitive differences in speed-reading proficiency. These findings emphasize the value of integrating speed-reading into educational frameworks to enhance EFL learners’ reading capabilities and academic performance.