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…

Clinical Question: Do bilingual school-age children (P) who receive reading strategy alone interventions (I) show improvement in math word problems (O) relative to a multiple-target intervention or control condition (C)? Method: Systematic Review. Study Sources: PsycInfo®, Web of Science, JSTOR, PubMed, ERIC. Search Terms: "bilingual" OR…

The objective of this study is to evaluate the critical reading (CR) strategies utilized by English major students at a university in Vietnam, identifying both frequently employed and underutilized tactics. The study encompassed a quantitative survey of 147 students who had successfully finished a CR course in their curriculum, supplemented by…

L2 learners, when reading in L2 have access to their L1 literacy as a repertoire of reading strategy in L1. The main purpose of this study was to investigate to what extent awareness of reading strategies in L1 (strategy) and general proficiency in L2 (proficiency) contribute to reading comprehension ability in L2 (reading) and how it would differ…

This study explored English reading instruction in foundation courses for non-English major undergraduates in Thai universities. 163 teachers completed an online questionnaire and eight teachers participated in semi-structured online interviews. Key findings revealed that building reading comprehension, teaching reading strategies, and building…

Preparing English as a foreign language (EFL) students for final exams and language exams has become more and more significant in secondary education. However, those students who continue their studies as English majors have to live up to new expectations and rise to different challenges such as reading and discussing literary texts written in…

Although sociocultural theory has aroused researchers' interest in investigating the social role in language learning, few studies have investigated the possible effect of sociocultural-based teaching approaches on reading comprehension and ways to increase learners' strategic reading repertoire. This study employs dynamic assessment (DA), a…

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online…

The present study explored the association between working memory capacity (WMC) and second language reading performance as measured with three types of comprehension tasks: free written recall, sentence completion, and multiple-choice. It also examined the contribution of WMC to the frequency and variety of strategy use, as well as the…

The present article reported an exploratory investigation into the nature of the reading comprehension strategies of English Foreign Language learners across proficiency levels. The aim of this study was to probe possible differences between elementary, intermediate, and expert readers' use of cluster strategy in the First Certificate English…

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based…

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive…

This article focuses on the effects of a 21-hour Romance Intercomprehension (RIC) module on the plurilingual competence in Romance languages of no prior knowledge and EFL reading comprehension skills of a group of Italian schoolchildren aged 10-11. Data were collected pre- and post-training through a simple language identification and…

This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners' in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,…

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, increases their self-efficacy in reading. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based…