Investigating Teachers' and Learners' Perceptions of the Use of Adapted vs. Adopted Input Presentation for Learners' Reading Comprehension.

Abstract

especially when the input presented does not match the learners’ current proficiency level. This study investigates fourth-grade middle school English language teachers’ and learners’ perceptions of the use of adapted versus adopted input presentation to enhance reading comprehension. The main questions guiding this research are: (1) What are the current practices of fourth-grade middle school (4MS) English language teachers regarding adapted and adopted input for reading comprehension? (2) What are teachers’ perceptions of the effectiveness of adapted versus adopted input? (3) How do 4MS learners perceive the efficacy of adapted versus adopted input for their reading comprehension? (4) How do 4MS teachers’ and learners’ perceptions align or diverge regarding these input methods? A sample of 115 teachers and 300 learners from various regions of Algeria participated through structured questionnaires. The teachers’ questionnaire was administered via Google Forms, while the learners’ questionnaire was administered in hard copy format. Descriptive statistical proportions were used to analyse the perceptions of both groups. The findings revealed that teachers use both methods but favour adapted input for its effectiveness in addressing individual learners’ needs and enhancing comprehension. Conversely, pupils prefer adopted input for its higher engagement. Both groups put emphasis on the importance of tailored instructional materials for diverse learning styles to create inclusive environments. Learners also noted that adopted input significantly improves their reading comprehension skills, underscoring the value of personalised approaches. These findings emphasise the necessity of learner-centred methodologies and the continual adaptation of teaching materials to meet diverse needs. Further implications, limitations, and recommendations are thereby discussed