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Direct linkNoam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Baumert, Jürgen; Fleckenstein, Johanna; Leucht, Michael; Köller, Olaf; Möller, Jens – Language Learning, 2020
Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early-start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large-scale study, we aimed to close some of these gaps. We examined…
Descriptors: Language Proficiency, Receptive Language, English (Second Language), Second Language Learning
Silawi, Razan; Shalhoub-Awwad, Yasmin; Prior, Anat – Language Learning, 2020
This study examined the monitoring abilities of trilinguals in reading comprehension, addressing the following questions: Is comprehension monitoring related to reading comprehension across first, second, and third languages? Is comprehension monitoring shared across the languages of trilingual adults (domain-general) or rather linked to language…
Descriptors: Undergraduate Students, Multilingualism, Reading Comprehension, Language Proficiency
Culbertson, Gabriel; Andersen, Erik; Christiansen, Morten H. – Language Learning, 2020
Obtaining quick and reliable evidence regarding the proficiency of learners is a perennial issue in second language (L2) learning research. In this study, we examined naturalistic utterance recall as a measure of L2 learning proficiency that can be easily extracted from videos and automatically scored using the video's captions. In our recall…
Descriptors: Second Language Learning, Language Proficiency, Recall (Psychology), Spanish
Huensch, Amanda; Nagle, Charlie – Language Learning, 2021
This study investigated the relationship among intelligibility, comprehensibility, and accentedness in the speech of second language learners of Spanish of varying proficiency in instructed contexts. It conceptually replicated studies by Munro and Derwing (1995a) and Derwing and Munro (1997), who found partial independence among the three speech…
Descriptors: Mutual Intelligibility, Second Language Learning, Comprehension, Dialects
Hang Wei; Julie E. Boland; Chi Zhang; Anlin Yang; Fang Yuan – Language Learning, 2024
This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second…
Descriptors: Chinese, Native Language, English (Second Language), Second Language Learning
Jaekel, Nils; Schurig, Michael; Florian, Merle; Ritter, Markus – Language Learning, 2017
Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early…
Descriptors: Second Language Instruction, Grade 5, Grade 7, Foreign Countries
Sierens, Sven; Van Gorp, Koen; Slembrouck, Stef; Van Avermaet, Piet – Language Learning, 2021
This study aimed to test three competing hypotheses concerning the strength of the cross-language relationship in listening comprehension proficiency in emergent bilinguals: Cummins's developmental linguistic interdependence hypothesis, Proctor, August, Snow, and Barr's interdependence continuum hypothesis, and Goodrich, Lonigan, Kleuver, and…
Descriptors: Turkish, Indo European Languages, Listening Comprehension, Language Proficiency
Goodwin, Amanda P.; August, Diane; Calderon, Margarita – Language Learning, 2015
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Processes
Jeon, Eun Hee; Yamashita, Junko – Language Learning, 2014
The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…
Descriptors: Reading Comprehension, Second Language Learning, Second Language Instruction, Meta Analysis
Barr, Christopher D.; Uccelli, Paola; Phillips Galloway, Emily – Language Learning, 2019
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual…
Descriptors: Academic Language, Interdisciplinary Approach, Reading Comprehension, Elementary School Students
Saito, Kazuya – Language Learning, 2015
The aim of this study was to evaluate the effects of second language (L2) experience--operationalized as length of residence (LOR) in Canada--on late Japanese learners of English. Data collected from 65 participants consisted of three groups of learners (short-, mid-, and long-LOR groups) and two baseline groups of native Japanese and native…
Descriptors: Foreign Countries, English (Second Language), Foreign Students, Japanese
O'Brien, Mary Grantham – Language Learning, 2014
In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as…
Descriptors: Second Language Learning, Language Proficiency, German, English
Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Language Learning, 2012
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…
Descriptors: Reading Comprehension, Listening Comprehension, Speech Communication, Spelling
Taguchi, Naoko – Language Learning, 2011
This cross-sectional study examined the effect of general proficiency and study-abroad experience on pragmatic comprehension in second-language English. Participants were 25 native English speakers and 64 Japanese college students of English divided into three groups. Group 1 (n = 22) had lower proficiency and no study-abroad experience. Group 2…
Descriptors: Listening Comprehension Tests, English (Second Language), Pragmatics, Second Language Learning
