Bridging the Gap: Analyzing English Reading Proficiency Disparities Among Korean EFL Learners

Abstract This study investigates the heterogeneity in English reading abilities among sixth-grade EFL learners in South Korea, focusing on their L2 reading profiles and the socio-educational factors predicting them. 598 students from mid- and low-income neighborhoods were assessed on five L2 literacy components: decoding, oral fluency, vocabulary knowledge, syntactic knowledge, and reading comprehension. Latent profile analysis identified distinct subgroups of learners, and multinomial logistic regression was used to analyze the key predictor variables influencing English reading proficiency. The results highlight a significant proficiency gap between students who began learning English in the third grade and those exposed earlier through private tutoring. Struggling readers showed deficits in decoding, while proficient readers excelled in fluency. The impact of early English education was limited compared to learning experiences in elementary school. The study suggests the need for targeted interventions to address reading disparities and provides pedagogical implications for improving English language instruction in Korean classrooms.