This study investigated students' perceptions of English reading practice using the LINE Webtoon application. The study employed a quantitative survey research design, involving 65 students of the English Language Education Study Program of Universitas Kristen Indonesia Jakarta. Data were collected in June 2023 using an online questionnaire via…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

With the aim of investigating effective approaches to extensive reading in Thailand, this study examined the vocabulary uptake and retention rate from reading 350 headwords graded reader. To determine the effects of reading a graded reader on students' vocabulary knowledge and retention, 20 words within four bands of different frequencies of…

This study examined how Chinese native speakers (NSs) and second language (L2) learners process compound words. The findings showed that they used the hybrid model of coexistence for whole word and morphemes; and were influenced by word frequency, semantic transparency, and word structure. The results revealed that two groups of participants used…

Research shows that meaning-focused reading offers opportunities for incidental grammar acquisition. However, the number of such studies remains limited and none have examined the role of both in-text encounters with grammar structures and reading comprehension in this learning. The present study filled these gaps. Employing a between-group,…

Researchers have recommended that English-as-foreign-language (EFL) classrooms should use lexically easy short poems. However, no studies have examined EFL learners' actual reading processes for these poetry texts, the insights of which are vital for corroborating future poetry-teaching methods. Hence, this study investigates how…

The aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors' previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one…

This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on…

Readers should construct a coherent discourse during reading comprehension. The ability to build coherence has been examined using coherence and cohesion judgment tasks. Although eye-tracking studies have been conducted on building coherence or processing cohesion among native language users, few such studies have been conducted with second…

Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students' reading comprehension and monitoring skills. Thirty-four students were assigned to the RT…

Second language (L2) readers develop new screen-based reading habits as they learn in an increasingly digital world. This study examines the emerging digital-reading practices (EDRPs) of learners of English as a foreign language (EFL). The study identifies three prominent approaches that influence the digital-reading practices of EFL learners, it…

It is widely perceived that vocabulary learning is essential in second and foreign language acquisition. Vocabulary learning beliefs (VLB) and vocabulary learning strategies (VLS) are factors that affect both second language acquisition (SLA) and first language acquisition (FLA). This study investigated the vocabulary learning beliefs and…

This study examines how the genre of input text influences Chinese young EFL learners' performance on continuation tasks. Participants were 30 students in Grade 9 and repeated-measures design was adopted to compare their performance on narrative and argumentative continuation tasks, in terms of writing quality, CAF indicators as well as alignment.…

This experimental study examined the effect of answering strategic adjunct questions (AQs) on L2 reading comprehension and strategy use. Participants were 124 Chinese intermediate advanced EFL learners from a large public university in China. Of them, 24 and 100 participated in the pilot study and formal study, respectively. Participants read two…

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced…