This study explored the diverse responses of Japanese university-level learners of English as a foreign language (EFL) to lexically easy short poems. These participants had attained a high level of English proficiency and were able to grasp the literal meaning of the poems. The investigation employed confidence level and reading time as…

Lexical coverage, i.e. the extent to which words in a text are known, is considered an important predictor of reading comprehension, with studies suggesting 98% lexical coverage leads to adequate comprehension. However, no studies to date have examined how the various lexical coverage percentages suggested in the literature are reflected by the…

This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles?…

The current study was set to explore the influence of the first (L1) and second (L2) language group discussions on L2 reading comprehension. It also explored two sub-elements that were considered vital to L2 reading comprehension: (a) text genre recognition and (b) character and author's intention and perspective. Participants were 21 college…

A growing number of studies have focused on uncovering linguistic and cognitive skills predictive of reading comprehension. Vocabulary knowledge (VK) and morphological awareness (MA) are two important linguistic variables for reading comprehension. In contrast, working memory (WM) is an essential cognitive variable for reading comprehension. The…

Online reading strategies have been a crucial issue in EFL learning because reading strategies are essential for students reading comprehension and the increasing penetration of information and communication technology into foreign language learning has transformed reading and current studies have shown that online text reading requires new…

Background: Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well-acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in…

Gamification is one of the innovative teaching approaches implemented in English classrooms nowadays. However, using gamification to enhance reading engagement and reading comprehension in language classrooms at the university level has not been much explored. This present study investigated gamification's effects on enhancing reading engagement,…

This study re-examines the role of working memory (WM) in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension…

The present ex post facto correlational research is aimed at exploring the relationship between grammar and vocabulary knowledge components in L2 reading comprehension. The study focuses on two cohorts of EFL students with different proficiency levels: more proficient (\MP) and less proficient (LP). Two dimensions of grammar knowledge are…

Translation has been one of the most commonly used strategies in learning an additional language. Although there is not a consensus on the usefulness of translation as a language learning strategy, the relevant literature indicated that it could contribute to the learning process when used purposefully and meaningfully. The present study aimed to…

This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual…

Background: Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in…

A review of the literature on second language learning indicates scanty skill-specific research related to efficacy beliefs and metacognitive strategy use, particularly in students' English reading skills. This study, thus, investigated the influence of metacognitive strategies use and self-efficacy beliefs on EFL reading comprehension of 150…

While the effect of reading strategies on L2 test performance has been extensively researched, the effect of test-taking strategies remains underexplored, with mixed results due to varying contextual factors. This study, therefore, investigated the latent structure of test-taking strategies and the relationships among test-taking strategies,…