This paper examines intersecting concerns in global citizenship education (GCE) and English Language Teaching (ELT) in the face of globalisation. While these two educational agendas cannot be assumed to automatically converge, our study signals that promising overlaps emerge from the enactment of dialogic practices in second language education.…

This research delves into the assessment of Grade 4 students' reading proficiency at Bueno Integrated School, situated in the Capas West District of Tarlac Province, during the academic period of 2019-2020. Employing a quantitative-descriptive research methodology, this study pinpointed deficiencies in reading abilities through the administration…

This research examined the impact of explicit reading strategy training on Ethiopian university students' reading strategy use and critical reading ability in the English as a Foreign Language (EFL) context. Two intact classes, a control group (n = 35) and an experimental group (n = 45), participated in the study. The experimental group received…

This article draws on a study that investigated an implementation of reading-to-learn pedagogy (R2L) on EFL students' writing. The study involved a group of Year 8 students from an Indonesian public school who were taught English using R2L strategies that had been specifically developed for EFL classrooms, where both L1 and L2 are used as the…

Strategic reading is an important consideration in the L2 reading classroom. This study investigated the effects of a Chinese as a Second Language (CSL) strategies-based reading instruction program, in which participants were explicitly taught ten top-down reading strategies. Thirty-four students enrolled in an advanced-level Chinese class…

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This…

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read…

This longitudinal mixed-method study investigated effects of the reading-while-listening mode on the incidental learning of two dimensions of vocabulary knowledge, namely receptive knowledge and productive knowledge, in a Chinese EFL classroom context. Additionally, EFL learners' attitudes toward the reading-while-listening mode of incidental…

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of "Reading in a Foreign Language" ("RFL"). It treats any topic within the scope of "RFL" and second language reading. The articles are listed in alphabetical order, each with a complete…

High frequency words, which are key to a text, must be mastered to achieve minimum levels of reading proficiency. However, knowledge about the frequency of items in a language is very limited. Given this consideration, WordSift (www.wordsift.org), a word cloud tool based on high frequency and key words can assist English as a Foreign Language…

The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL…

Previous studies related to metacognition and reading have extensively investigated metacognitive awareness of reading/reading strategies of students at a particular point in time and/or relation between metacognitive awareness and reading ability. However, research illustrating the changes in students' awareness and use of the reading strategies…

Praxis (ethical, self-aware, responsive and accountable action) is necessary because English teaching is ethical professions that demand teachers to constantly make morally complex decisions in their outside-of-class preparation and in-class interactions. This case study investigates how teachers determined the praxis of the TPACK framework in EFL…

This article conveys one practitioner's career-long journey related to teaching reading. The author gained valuable information from relevant research reports regarding the keys to effective reading instruction and has learned even more while implementing a systematic approach to teaching reading as a volunteer tutor.

This dissertation investigated the current experiences of school-age English Language Learners (ELLs) placed in English reading interventions, having never learned to read in Spanish, their first language. Research on ELLs receiving literacy interventions, from a meaning-based, socio-cultural perspective, hasn't been sufficiently addressed in the…