English is identified as a “library language” for most of the students in settings where it is neither spoken as a second language nor used as a medium of instruction. Being the language of technology and science, English reading success is one of the main requirements of many students who need to read English materials related to their specialist subjects. The present study presents the difference observed in English reading achievement of an authentic and a traditional context where English is regarded as a foreign language. Having triangulated the quantitative and the qualitative data, the researchers found out that the students in the authentic context outperformed the traditional context in reading achievement. Thus, it was concluded that the authentic context had positive effects on reading achievement. Moreover, relying on the analysis of data gathered from the diaries, the students' general views of the two contexts were clarified