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The Effects of Web-Based Text Structure Strategy Instruction on Adult Chinese ELLs' Reading Comprehension and Reading Strategy Use
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Zhihong Xu; Kausalai Wijekumar; Qing Wang; Robin Irey; Hua Liang – Language Teaching Research, 2024
Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students' use of reading…
Descriptors: Reading Strategies, Reading Comprehension, Intervention, Reading Instruction
Learning Multiword Items through Dictation and Dictogloss: How Task Performance Predicts Learning Outcomes
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Xi Yu; Frank Boers; Paul Tremblay – Language Teaching Research, 2025
This article reports a quasi-experimental study which compared the effectiveness for multiword item learning of three listening-based activities: dictation, dictogloss, and answering text comprehension questions. In a dictation, students write down segments of text immediately after listening to them, whereas in dictogloss students try to…
Descriptors: Phrase Structure, Listening Comprehension, English (Second Language), Second Language Learning
Using Eye-Tracking to Examine the Role of First and Second Language Glosses
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Kang, Hyeonah; Kweon, Soo-Ok; Choi, Sungmook – Language Teaching Research, 2022
This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Native Language
Processing and Learning of Enhanced English Collocations: An Eye Movement Study
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Choi, Sungmook – Language Teaching Research, 2017
Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text…
Descriptors: Language Processing, English (Second Language), Second Language Learning, Second Language Instruction
The Effects of Textual Enhancement Type on L2 Form Recognition and Reading Comprehension in Spanish
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LaBrozzi, Ryan M. – Language Teaching Research, 2016
Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners' attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement.…
Descriptors: Second Language Learning, Second Language Instruction, Reading Comprehension, Control Groups
Effects of Glosses on Learning of L2 Grammar and Vocabulary
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Jung, Jookyoung – Language Teaching Research, 2016
The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items.…
Descriptors: Second Language Learning, Reading Comprehension, Korean, Translation