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Download full textAbduljalil Hazaea – Australian Journal of Applied Linguistics, 2025
This study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those of getting a driving license. The study employs a…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Direct linkChristopher Nicklin – ProQuest LLC, 2024
Since corpus linguistics gained popularity as a methodology in the latter half of the 20th century, second language acquisition research has seen the emergence of work investigating formulaic language, such as idioms, lexical bundles, and collocations. A collocation is a string of words that co-occur more routinely than probability would predict,…
Descriptors: Computational Linguistics, Phrase Structure, Language Processing, Native Language
Hang Wei; Julie E. Boland; Chi Zhang; Anlin Yang; Fang Yuan – Language Learning, 2024
This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second…
Descriptors: Chinese, Native Language, English (Second Language), Second Language Learning
Jeong, Hyeyun; Kim, Hojung – Asian-Pacific Journal of Second and Foreign Language Education, 2023
This study examines the learning patterns of intermediate and advanced Korean learners in the acquisition of causative expressions according to their proficiency and the causative sentence type. We measured their grammatical knowledge using three types of grammaticality judgment tasks (GJTs) and self-paced reading tasks (SPRTs) differing in time…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Sentence Structure
Michl, Diana – Journal of Psycholinguistic Research, 2019
It is widely acknowledged that fixed expressions such as idioms have a processing advantage over non-idiomatic language. While many idioms are metaphoric, metonymic, or even literal, the effect of varying nonliteralness in their processing has not been much researched yet. Theoretical and empirical findings suggest that metonymies are easier to…
Descriptors: Second Language Learning, Figurative Language, Language Processing, Psycholinguistics
Goto, Takaaki – Reading Matrix: An International Online Journal, 2022
This study statistically examines students who conduct extensive reading in the first and second semesters by focusing on the reading volume of word counts to address the following research questions: 1) Is there a difference in word counts between students who conduct extensive reading in the first semester and those who continue it in the second…
Descriptors: Correlation, Reading Habits, Comparative Analysis, Reading Processes
Minjin Lee; Jookyoung Jung – Language Teaching Research, 2024
This study examined the extent to which textual enhancement and task manipulation affect the learners' attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2)…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Eye Movements
Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Parshina, Olga; Sekerina, Irina A.; Lopukhina, Anastasiya; von der Malsburg, Titus – Reading Research Quarterly, 2022
In the present study, we used a scanpath approach to investigate reading processes and factors that can shape them in monolingual Russian-speaking adults, 8-year-old children, and bilingual Russian-speaking readers. We found that monolingual adults' eye movement patterns exhibited a fluent scanpath reading process, representing effortless…
Descriptors: Monolingualism, Bilingualism, Russian, Reading Processes
Fernandez, Leigh B.; Bothe, Ricarda; Allen, Shanley E. M. – Second Language Research, 2023
In the current study we used the gaze-contingent moving window paradigm to directly compare the second language (L2) English perceptual span of two groups that speak languages with essentially the same lexicon and grammar but crucially with different writing directions (and scripts): Hindi (read left to right) and Urdu (read right to left). This…
Descriptors: Native Language, Second Language Learning, Transfer of Training, Urdu
Peterson, Jeff – Reading Matrix: An International Online Journal, 2022
Extensive reading (ER) research has suggested that completing the equivalent of 7,200 standard words of extensive reading per week facilitates substantial reading rate gains. Research has also suggested that 100 minutes per week is sufficient to complete this goal for most English language learners (Beglar & Hunt, 2014). However, experimental…
Descriptors: Reading Habits, Reading Achievement, Second Language Learning, Second Language Instruction
Carrol, Gareth; Littlemore, Jeannette – Discourse Processes: A Multidisciplinary Journal, 2020
Native speakers understand familiar idioms (e.g., "over the moon") and conventional metaphors (e.g., describing time as a doctor) quickly and easily. In two eye-tracking studies we considered how native speakers are able to make sense of fundamentally "unfamiliar" figurative expressions. In Experiment 1 compared with literal…
Descriptors: Familiarity, Eye Movements, Figurative Language, Comparative Analysis
Hye-ryeong Hahn – Journal of Pan-Pacific Association of Applied Linguistics, 2024
The current study explores the effects of processing demands and proficiency on second language (L2) learners' acceptability judgment of wh-island sentences. A total of 65 adult Korean learners of English and ten native speakers (NSs) of English participated in an experiment that combined self-paced reading and acceptability judgment. They were…
Descriptors: Sentence Structure, Verbs, Language Processing, Form Classes (Languages)
Mo, Ai-luen – Asia-Pacific Education Researcher, 2021
Several in-depth and experimental research have been carried out on the positive results of extensive reading (ER) over the past several years in the areas of ESL/EFL. However, several of the studies include limitations that raise doubts about the claimed positive outcomes. The current study adds to the small amount of well-regulated research by…
Descriptors: Grade 9, High School Students, Reading Rate, Reading Instruction
Daniel Malakowsky – Reading in a Foreign Language, 2023
Twenty adult ESL students at a community college participated in a semester reading intervention. Participants received a modified extensive reading treatment, and some participants received an additional repeated reading direct instruction reading intervention. The author examined the impact of the reading interventions on ESL students' reading…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Community Colleges
