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Showing 1 to 15 of 72 results Save | Export
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Berrin Köseoglu; Alev Ates Çobanoglu – Journal of Computer Assisted Learning, 2025
Background: Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that…
Descriptors: Blended Learning, Reading Instruction, Reading Comprehension, High School Students
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Tim Stoeckel; Liang Ye Tan; Hung Tan Ha; Nam Thi Phuong Ho; Tomoko Ishii; Young Ae Kim; Chunmei Huang; Stuart McLean – Vocabulary Learning and Instruction, 2024
Local item dependency (LID) occurs when test-takers' responses to one test item are affected by their responses to another. It can be problematic if it causes inflated reliability estimates or distorted person and item measures. The cued-recall reading comprehension test in Hu and Nation's (2000) well-known and influential coverage--comprehension…
Descriptors: Reading Comprehension, English (Second Language), Second Language Instruction, Second Language Learning
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Taehyeong Kim; Byungmin Lee – Language Assessment Quarterly, 2025
The Korean College Scholastic Ability Test (CSAT) aims to assess Korean high school students' scholastic ability required for college readiness. As a high-stakes test, the examination serves as a pivotal hurdle for university admission and exerts a strong washback effect on the educational system in Korea. The present study set out to investigate…
Descriptors: Reading Comprehension, Reading Tests, Language Tests, Multiple Choice Tests
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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
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Sivakorn Tangsakul; Kornwipa Poonpon – rEFLections, 2024
Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university's academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the…
Descriptors: Alignment (Education), Reading Tests, Second Language Learning, Language Proficiency
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Namaziandost, Ehsan; Razmi, Mohammad Hasan; Ahmad Tilwani, Shouket; Pourhosein Gilakjani, Abbas – Reading & Writing Quarterly, 2022
This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners' reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading…
Descriptors: Instructional Materials, Reading Comprehension, Reading Tests, Pretests Posttests
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Viengsang, Raveewan; Wasanasomsithi, Punchalee – LEARN Journal: Language Education and Acquisition Research Network, 2022
In recent decades, there has been an attempt to introduce the concept of "assessment for learning" into English language classrooms based on a belief that assessment can be utilized to assist learners in the learning process, not just for teachers to make judgments and decisions. In so doing, the learning-oriented assessment frameworks…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Tests
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Poole, Frederick J.; Clarke-Midura, Jody – Language Learning & Technology, 2023
Research involving digital games and language learning is rapidly growing. One advantage of using digital games to support language learning is the ability to collect data on students learning in real time. In this study, we use educational data mining methods to explore the relationship between in-game data and elementary students' Chinese…
Descriptors: Computer Games, Second Language Learning, Second Language Instruction, Data Analysis
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Jiangping Chen; Chin-Hsi Lin; Gaowei Chen; Huafang Fu – Studies in Second Language Acquisition, 2023
This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational…
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, English (Second Language)
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Liao, Ray J. T. – Reading in a Foreign Language, 2021
This study was to compare the processes that second language learners implemented when completing reading tasks in a multiple-choice question format (MCQ) with those in a short-answer question format (SAQ). Sixteen nonnative English-speaking students from a large Midwestern college in the United States were invited to complete MCQ and SAQ English…
Descriptors: Multiple Choice Tests, Test Format, Comparative Analysis, Reading Tests
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Bekkar, Miloud; Ouerrad, Belabbés – English Language Teaching, 2021
This article considers some of the reasons teachers usually regard literature as an appropriate tool of language classroom learning. These of literary texts can be a powerful pedagogic tool. This study describes some of the approaches to teaching literature and provides a rationale for integrating the teaching of literature as an approach to…
Descriptors: Teaching Methods, Literacy Education, Reading Tests, Foreign Countries
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Do, Hieu Manh; Phan, Huong Le Thu – Arab World English Journal, 2021
Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students' metacognitive awareness of reading strategies? (2) Are there any significant…
Descriptors: Metacognition, Reading Strategies, Second Language Learning, Second Language Instruction
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Yamazaki, Joseph S. – Journal for the Psychology of Language Learning, 2022
Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic & Sommer, 2000) suggests that L2 task attributions may affect subsequent task…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Task Analysis
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Li, Hong; Gan, Zhengdong; Leung, Shing On; An, Zhujun – SAGE Open, 2022
This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the…
Descriptors: Reading Strategies, Reading Instruction, Reading Comprehension, Teaching Methods
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Lee, Jia-Ying – Reading in a Foreign Language, 2019
This study, an 18-week comparative experiment, examined the effects of instruction in test-taking strategy in English as a foreign language reading class. It involved an experimental group (68 students) taught test-taking strategies and a control group (66 students) that did not receive the instruction. Various means were used to investigate the…
Descriptors: Test Wiseness, English (Second Language), Second Language Instruction, Reading Instruction
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