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Malovrh, Paul A.; Lee, James F. – Modern Language Journal, 2022
Research examining rule formation and second language (L2) explicit knowledge during guided inductive instruction has focused on co-constructed metalanguage or depth of processing (DoP) using think-aloud protocols, but without analyzing rule features. Studies have not focused on the architecture of the rules that L2 learners create individually.…
Descriptors: Second Language Learning, Second Language Instruction, Protocol Analysis, Metalinguistics
Li, Yanjie; Brantmeier, Cindy; Gao, Yanming; Hogrebe, Mark – Reading in a Foreign Language, 2022
In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers' comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by…
Descriptors: Comparative Analysis, Reading Strategies, English (Second Language), Second Language Learning
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Löwenadler, John – Language Testing, 2019
This study aims to investigate patterns of variation in the interplay of L2 language ability and general reading comprehension skills in L2 reading, by comparing item-level effects of test-takers' results on L1 and L2 reading comprehension tests. The material comes from more than 500,000 people tested on L1 (Swedish) and L2 (English) in the…
Descriptors: Swedish, English (Second Language), Second Language Learning, Second Language Instruction
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Huang, Sha – Reading in a Foreign Language, 2018
Second language (L2) reading research suggests that successful reading comprehension usually involves a repertoire of strategies. Although Chinese is considered to be a challenging language for foreign language readers, thus far, few studies have investigated how strategies are orchestrated by readers of Chinese as a foreign language (CFL) to…
Descriptors: Chinese, Reading Strategies, Second Language Learning, Second Language Instruction
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Poomarin, Wanpen; Adunyarittigun, Dumrong – PASAA: Journal of Language Teaching and Learning in Thailand, 2020
Self-perception, which mediates between knowledge and behavior, increasingly plays an important role in the determination of the ability to comprehend and respond to information on the Internet. Teachers need to gain insights about how EFL readers feel about themselves as readers in the Internet-based learning environment. There is a critical need…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), College Students
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Ashraf, Hamid; Yazdi, Mona Tabatabaee; Samir, Aynaz – International Journal of Language Testing, 2016
The literature on C-test and Cloze test in a second language provides us with few accounts of the real mental processes that test-takers are involved in, which in fact indicate the real nature of what these tests measure. However, the literature leaves researchers with little attention to the cognitive processes involved in X-Tests. Therefore, the…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Protocol Analysis
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Deconinck, Julie; Boers, Frank; Eyckmans, June – Language Teaching Research, 2017
If known words can be defined psycholinguistically as "form-meaning mappings", the present article investigates whether prompting learners to evaluate whether the form of a new second language (L2) word fits its meaning generates "mapping elaborations" that aid recall. Thirty Dutch-speaking upper-intermediate learners of…
Descriptors: Second Language Learning, Concept Mapping, Indo European Languages, Pretests Posttests
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Ozturk, Nesrin – Educational Studies, 2017
For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily…
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, Reading Comprehension
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Prichard, Caleb; Atkins, Andrew – Reading Matrix: An International Online Journal, 2016
Previewing a text is a key global reading strategy. Previewing may increase comprehension as it can activate schema, increase global awareness of the text, and enhance the use of other reading strategies. Despite its importance, an explicit focus on previewing skills has been lacking and previous research on the reading strategies of second…
Descriptors: Second Language Learning, Reading Strategies, Reading Instruction, Student Surveys
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Kwon, Hyun Joo; Schallert, Diane L. – Bilingual Research Journal, 2016
Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of "translanguaging," that is, a flexible reliance on two languages to serve…
Descriptors: Bilingualism, Adults, Second Language Learning, Code Switching (Language)
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Ahmadian, Moussa; Pasand, Parastou Gholami – Reading Matrix: An International Online Journal, 2017
This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Strategies
Zamora, Celia Chomon – ProQuest LLC, 2017
The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous population re-learns their family language, and how this experience differs from that of second language (L2) learners. This…
Descriptors: Language Processing, Feedback (Response), Spanish, Correlation
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Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza – Advances in Language and Literary Studies, 2015
This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…
Descriptors: Reading Strategies, Protocol Analysis, Reading Comprehension, Indo European Languages
Cai, Hansong; Cai, Luna Jing – Online Submission, 2015
This research investigates cross-linguistic influence in the comprehension of L3 French past tense. A close examination was made on the L1 (Chinese) and L2 (English) transfer patterns among 20 English majors in their early acquisition of L3 French passé compose (PC). Data were collected through introspective think-aloud protocol in a comprehension…
Descriptors: Language Role, Second Language Learning, Native Language, Chinese
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Zare-ee, Abbas; Fatemeh Mahdavi – Advances in Language and Literary Studies, 2014
In the study reported here, we explored writing processes employed by 70 undergraduate learners of English as a Foreign Language (EFL) through questionnaires and think-aloud protocols. Then we looked for possible differences in the writing processes employed by high- and low-aptitude learners. We observed that learners with higher aptitude scores…
Descriptors: Writing Processes, Writing Instruction, Second Language Learning, Second Language Instruction
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