This study explores the role of glosses and working memory capacity (WM) in second language (L2) learners' recall and comprehension in electronic reading. Glosses were investigated in terms of the type of information they provided (lexical versus topic-level) and their location on the screen (pop-up window versus separate window). One…

Computerized dynamic assessment (C-DA) brings the rationality of assessment-instruction integration behind dynamic assessment (DA) into computerized context through the presentation of electronic mediations (Poehner). This study attempts to unravel L2 learners' actual/developed ability and learning potential in a C-DA reading comprehension context…

A strong relationship between L2 vocabulary knowledge and L2 reading and listening comprehension is well established. However, less research has been conducted to explore correlations between pedagogic interventions to increase vocabulary knowledge and score gains on standardized L2 proficiency tests. This study addresses this gap in the research…

Reports on the exploratory phase of a computer assisted language learning project designed to provide a package enabling students of German as a second language to develop their reading and writing skills, learn new vocabulary and syntactical structure, and enhance their competence in the production of text commentary. (Six references) (Author/CK)

Reviews the findings of some recent research on reading rate, comprehension, and subvocal speech; discusses how computer-assisted instruction can be used to help readers develop reading strategies for proficiency; and examines the implications of the research for software development, including drill and practice, reading process practice at…