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Reshadi-Gajan, Elnaz; Assadi, Nader; Davatgari Asl, Hanieh – Journal of Educational Computing Research, 2020
The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and…
Descriptors: Reading Strategies, Metacognition, Reciprocal Teaching, Reading Comprehension
Al Qahtani, Abdulkhaleq A. – TESOL International Journal, 2020
The present study reports reading strategies of Arabic L1 EFL college-level learners at three reading ability levels: high, medium, and low. Thirty students were asked to take the reading section of the TOFEL to determine their reading abilities. Then two participants from each level were selected randomly to go through the think-aloud protocol…
Descriptors: Reading Strategies, Protocol Analysis, Language Tests, English (Second Language)
Lee, Jia-Ying – Taiwan Journal of TESOL, 2018
This article examines the test-taking strategies of high- and low-scoring Chinese-speaking participants when they answer English multiple-choice reading comprehension questions. Thirty-two participants took a TOEIC reading test, provided think-aloud protocols, and joined a post-task interview. The data come primarily from qualitative analysis and…
Descriptors: Foreign Countries, Test Wiseness, English (Second Language), Language Tests
Malmir, Ali; Derakhshan, Ali – Iranian Journal of Language Teaching Research, 2020
Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present…
Descriptors: Gender Differences, Second Language Learning, Second Language Instruction, English (Second Language)
Karimi, Mohammad Nabi; Zangani, Ebrahim; Fallah, Nahid – TESOL International Journal, 2019
In the light of evidence that attention can facilitate and enhance learning, this study attempts to investigate the allocation of attention to meaning and form simultaneously in reading comprehension in the foreign language among monolingual and bilingual learners of English. To this end, three groups of learners namely, bilingual (knowing…
Descriptors: Reading Comprehension, Bilingualism, Monolingualism, Attention
Tabata-Sandom, Mitsue – Reading Matrix: An International Online Journal, 2016
There is a lack of research which examines the effects of online pop-up dictionaries in the context of less commonly taught languages including Japanese as a second and foreign language (JSL and JFL), despite the growing popularity of such tools. This qualitatively-oriented study is an attempt to fill this void. The study investigates differences…
Descriptors: Japanese, Second Language Learning, Reading Processes, Qualitative Research
Shintani, Natsuko – Computer Assisted Language Learning, 2016
This case study investigated the characteristics of computer-mediated synchronous corrective feedback (SCF, provided while students wrote) and asynchronous corrective feedback (ACF, provided after students had finished writing) in an EFL writing task. The task, designed to elicit the use of the hypothetical conditional, was completed by two…
Descriptors: Case Studies, Computer Mediated Communication, Synchronous Communication, Asynchronous Communication
Shepherd, Brenna – CATESOL Journal, 2014
This replication study investigates how the level of context in vocabulary assessment affects the scores on tests of American idioms. Using Uçkun's methodology of 3 tests with 3 levels of context, 85 participants varying in level from high-beginner to advanced took an online test consisting of 30 questions, 10 questions for each level of context.…
Descriptors: Vocabulary, Language Patterns, Language Tests, Context Effect
Güvendir, Emre – Reading Matrix: An International Online Journal, 2014
Anxiety is an important personality factor that has been a major concern for foreign language (FL) researchers. Although the influence of anxiety on FL speaking has received considerable attention in research, only a few studies to date have focused on affect and FL reading. Clearly, there is need to use think aloud protocols and learner…
Descriptors: Anxiety, Interviews, English (Second Language), College Students
Li, Liu – Frontiers: The Interdisciplinary Journal of Study Abroad, 2014
In the era of globalization, the number of students studying abroad is increasing dramatically. Accordingly, there is an increasing interest among researchers in students' language gains in the study-abroad (SA) context. To deepen our understanding of second language (L2) reading acquisition in different contexts, it is necessary to examine…
Descriptors: Language Proficiency, Study Abroad, Qualitative Research, Statistical Analysis
Hu, Hsueh-chao Marcella; Nassaji, Hossein – Canadian Modern Language Review, 2012
In recent years the study of second language (L2) vocabulary learning through reading has attracted much attention in the field of L2 acquisition. A specific area that has received wide interest is the examination of the processes involved in deriving word meanings from context. The purpose of the present study was to examine the relationships…
Descriptors: Protocol Analysis, Vocabulary Development, Inferences, Correlation
Rohani, Gholamreza; Ketabi, Saeed; Tavakoli, Mansoor – English Language Teaching, 2012
The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while…
Descriptors: Context Effect, Language Processing, Figurative Language, Cartoons
Jang, Eunice Eunhee; Roussos, Louis – International Journal of Testing, 2009
In this article we present results of a Differential Item Functioning (DIF) study using Shealy and Stout's (1993) multidimensionality-based DIF analysis framework. In this framework, differences in test score distributions across different groups of examinees may be a result of multidimensionality if secondary dimensions (not the primary dimension…
Descriptors: Test Bias, Vocabulary, English (Second Language), Scores
Plakans, Lia – Language Testing, 2009
As integrated tasks become more common in assessing writing for academic purposes, it is necessary to investigate how test takers approach these tasks. The present study explores the processes of test takers undertaking reading-to-write tasks developed for a university English placement exam. Think-aloud protocols and interviews of…
Descriptors: Writing Evaluation, Protocol Analysis, Writing Tests, Writing Processes
Pookcharoen, Suphawat – ProQuest LLC, 2009
Having the skills and strategies to comprehend and respond to information on the Internet plays a crucial role in students' success in a digital information age. Defined as the deliberate conscious control of one's own cognitive actions, metacognitive reading strategies can help readers overcome problems they encounter and ultimately achieve…
Descriptors: Majors (Students), Reading Comprehension, Protocol Analysis, Reading Tests
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