This study investigates the impact of a seven-week extensive reading (ER) program integrated with a blended learning modality (face-to-face and online) on tertiary-level English as a Foreign Language (EFL) learners. In a mixed-methods research design, it investigated whether the systematic blended ER program affected learners' reading attitudes…

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,…

This extension study investigates the relationship between self-regulated learning (SRL) strategies and first language (L1) Chinese and second language (L2) English reading test performance among 190 primary six students in mainland China, building upon the findings by Tse et al. (2022). Confirmatory factor analysis confirmed the acceptable…

Ensuring classroom reading materials align with learners' lexical knowledge is crucial, often requiring teachers to infer vocabulary knowledge from vocabulary test performance. However, the best approach to match learners with lexically appropriate texts based on vocabulary test scores remains unclear. This study compared two methods:…

This evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who…

Despite empirical evidence from research showing that the use of text-picture combination is beneficial for second language (L2) learning, little is known about the effectiveness of reading comic books for incidental vocabulary acquisition. This study investigated the effects of engaging with comic books on incidental learning of L2 Italian…

This study examines the impact of authentic versus modified text on L2 Turkish learners' reading comprehension. A total of 230 B1-level Turkish language learners were randomly divided into two groups: one reading a modified text (n = 115) and the other an authentic text (n = 115). Both groups completed a surface-level reading comprehension test.…

This mixed-methods case study examines how an online extensive reading project impacted the 11 participants' motivation, habits, and linguistic abilities regarding L2 English reading. The participants engaged in extensive reading for one year on Xreading (an online extensive reading website). They were all female Japanese nationals aged between 30…

The present study is a partial replication of the most widely cited study of lexical coverage and reading comprehension by Hu and Nation (2000). Ninety-four advanced L2 learners read a short story at one of 90%, 95%, 98%, and 100% lexical coverage and then completed a 14-item reading comprehension test. The results showed that although…

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…

This research explores the perspectives of English as a Foreign Language (EFL) students about using Learning Management System (LMS)-based reading logs as a measure to encourage extensive reading in the digital age. An online questionnaire was administered to 125 third-year English majors at a public university in central Vietnam to examine their…

This study investigated if second language (L2) learners' incidental collocation learning from engaging in task-based reading would be moderated by their individual differences in cognitive abilities. Eighty-one Cantonese speakers were invited to review three English articles and determine if they were acceptable for publication in a lifestyle…

Increasingly, research attention has turned to the benefits of extensive reading (ER) in languages other than English, such as Japanese. Yet significant issues remain with participant numbers in studies of Japanese ER, which are often low, meaning they may not be representative of the rest of the cohort, let alone students in other contexts. An…

In the late 1980s Batia Laufer worked with teachers who believed that to understand a text it was enough to understand 80% of the text's word tokens. In response, Laufer set out to calculate the minimal text coverage, i.e., percentage of running words in a text the reader should understand to comprehend it reasonably well. In 1992, she explored…

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…