This study examined the extent to which textual enhancement and task manipulation affect the learners' attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2)…

It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch…

The purpose of this study was to explore how students with high- and low-prior-knowledge employed multiple representations in argumentation evaluation and generation tasks. The argumentation performance and eye-movement behaviors of 96 college students in these tasks were investigated. The number of participants who proposed complex argumentation…

In this study, we investigated which section of a page was difficult for students to read, based on eye movement data and subjective impressions of the page's difficulty, with the aim of helping teachers revise teaching materials. It is problematic to manually model relationships between eye movements and subjective impressions of the page's…

It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to…

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to…

The approach to language learning as a way of coming to understand target culture and its impact on target language is reflected in the concept of teaching and learning languages through the integration of intercultural capabilities. The concept will be supported by a number of examples taken from authentic materials language learners have…

This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to…

This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language--the first language (L1) or second…

With the rapid growth of computer technology, some printed texts are designed as hypertexts to help EFL (English as a foreign language) learners search for and process multiple resources in a timely manner for autonomous learning. The purpose of this study was to design a hypertext system and examine if a 14-week teacher-guided print-based and…

In an investigation similar to the early Secor (1900) and Pintner (1913) studies, a verbal distractor was used to demonstrate that comprehension of written materials, though reduced, was not completely disrupted when mature readers engaged in an irrelevant articulation exercise. Twelve undergraduate and graduate subjects participated in two…

A reconstructive approach to memory for connected discourse is contrasted with orientations that emphasize passive reproduction. Conditions under which reconstructive errors in recall should occur are specified. Most conventional experiments do not satisfy the conditions. In an experiment involving 360 college students, subjects were induced not…

In two experiments, college students who supplied the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences which were almost always completed with the wrong words. However, proactive interference attributable to acquisition errors appeared on…

Cued-recall and two-alternative, forced-choice recognition measures were used to evaluate subjects' retention of the specific wordings of studied texts. Results obtained after 10-minute and 24 hour retention intervals suggest that the studied wordings of texts are functional components of their memory representations. Theories that assume…

This paper, presented at the 1973 meeting of the American Education Research Association, discusses some of the studies conducted in the area of learning from prose. The first study dealt with pooling independent sentences into groups of related sentences and preparing passages by stringing these sentences together. College students then read one…