STRATEGIC CONTENT DESIGN FOR DEVELOPING READING COMPREHENSION IN B1-LEVEL EFL LEARNERS

Аннотация

B1-level learners are often on the journey toward autonomy: competent enough to engage with more complex texts, yet still in need of guided support. Developing reading comprehension in B1-level English as a Foreign Language (EFL) students is both essential and challenging. While previous research has indicated the importance of reading strategy, content, and learner motivation, few studies have examined these factors in conjunction with one another and with particular emphasis on B1-level instruction. This literature review integrates both empirical studies and theoretical models of reading comprehension with a specific focus on strategic reading instruction, needs-based content creation, schema activation, extensive reading, and incorporation of digital technology. Comparative examination shows that while many studies offer valuable insights, they are commonly flawed by a fragmented agenda, methodological tunnel vision, or insufficient application to the B1 learner context. The paper identifies key strengths and weaknesses of existing approaches and argues for an inclusive, context-responsivemodel ofcontent selection and reading instruction that addresses intermediate EFL learners' specific cognitive, motivational, and linguistic needs. The review concludes by highlighting implications for classroom practice and avenues for further research in B1 reading development. Keywords:Reading comprehension, B1 learners, EFL, strategy instruction, content-based instruction,needs analysis, schema theory, extensivereading, material design, digital reading