Empirical evidence remains sparse about how videos enhanced with first-language (L1) and second-language (L2) subtitles influence cognitive load in L2 learners. To address this point, 25 Korean undergraduate students were exposed to six short videos: baseline, L1-subtitled, and L2-subtitled videos at both high and low difficulty levels (determined…

A common feature of many assessment plans is the use of multiple-choice questions. Although there are criticisms of multiple-choice questions, this assessment format is here to stay--multiple-choice questions are effective means of evaluation in large classes, central to many licensing and entry exams, used in most adaptive learning platforms, and…

The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students' (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural…

Reading is regarded as one of the basic learning processes that provides multiple skills and abilities for daily life. The study reported on here arose from evidence of reading comprehension difficulties of middle school students in Colombia, and from reflection on the didactic strategies used for the promotion and teaching of reading. The purpose…

This article reflects on the concept of meaningful literacy. It offers a classroom methodology, posting on a closed Facebook Group, that manifests this approach to English as a second language (ESL) or English as a foreign language (EFL) classroom meaningful literacy instruction. This study aims to produce empirically informed teaching materials…

Common to all models of reading comprehension is the assumption that a reader's level of comprehension is heavily influenced by their standards of coherence (van den Broek, Risden, & Husbye-Hartman, 1995). Our discussion focuses on a subcomponent of the readers' standards of coherence: the coherence threshold. We situate this discussion within…

The importance of input on language learning cannot be overstated. One method of providing input to learners at a level that is appropriate for them is called extensive reading, in which learners read an abundance of texts. In practice, for learners of English as a second or foreign language, these texts are often books that have been written and…

Despite empirical evidence from research showing that the use of text-picture combination is beneficial for second language (L2) learning, little is known about the effectiveness of reading comic books for incidental vocabulary acquisition. This study investigated the effects of engaging with comic books on incidental learning of L2 Italian…

This paper presents a novel methodology to determine textbook readability. The method mainly relies on students' lexical coverage to determine the readability level of textbooks, taking into consideration that readability depends primarily on vocabulary knowledge and that it is a function of lexical coverage in teaching English as a Foreign…

Refutation texts have been shown to be effective at promoting knowledge revision. It has been suggested that refutation texts are most effective when the misconception and the correct information are co-activated and integrated with causal networks that support the correct information. We explored two augmentations to a refutation text that might…

"No Child Left Behind" (NCLB) attempts to ensure educational equity for all K-12 students. However, for the conceptual goals of NCLB to become reality, pre-service teacher training models must be modified to include a deeper understanding of individual differences and how these play out in classroom dynamics. The "Three Literacy…