The Journal of Applied Linguistics Vol. 1, No. 2 Spring 2008 The Effect of User-Friendly Texts vs. Impersonal and Hybrid Texts on the Reading Comprehension Ability of Iranian EFL Learners Esmail Faghih Alzahra University, Tehran Naeemeh Kharaghani Islamic Azad University - Mashhad and Qouchan Branch This study focuses on the effect of user-friendly, impersonal, and hybrid texts on the reading comprehension ability of Iranian foreign language learners. Forty-five students of Alzahra University were selected on the basis of their performance in a recent TOEFL. They were given three different texts (each group of 15 students was given one type) describing the same area of English usage, which were all followed by a reading comprehension test. Also, a questionnaire containing two questions was given to the participants in order to tap their own personal feelings. Series of one-way ANOVA displayed that the mean differences among the three groups were significant at 0.05 level and the user-friendly group outperformed the other ones. Keywords: User-Friendly Texts, Impersonal Texts, Hybrid Texts Reading as an important skill usually receives a special attention in Iran in comparison with other skills. This can be verified by examining high school books which are generally developed by focusing mainly on reading comprehension ability. Despite this fact, the majority of Iranian foreign language (EFL) learners are not proficient in reading comprehension and they