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Two Types of Text-based Situational Interest Evoking Strategies: Seductive Details and Concrete Elaboration and Their Effects on the 1st Year EFL High School Students' Written Text Comprehension and Interest

Motivated by the theory of text-based situational interest and Dual Coding Theory, the purpose of this study was to explore the effects of seductive details and concrete elaboration on the reading comprehension and interest of 1st year EFL high school students with different language proficiencies. To that end, 254 first year Korean high school students participated in the study. They were instructed to read one of the three types of texts (base, seductive details, concrete elaboration), and respond to a 12 item multiple choice test. They also self-rated their comprehensibility and the interestingness for each text.

Even well comprehended ideas may not be recalled due to individual difference
in memory capacity (Brantmeier, 2003; Sadoski, Goetz, ... Inferential questions
measured the participants' ability to comprehend the implications of the texts.