This study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like "The woman … will read/buy one of the newspapers" while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target…

This study examined how linguistic complexity features contribute to second language (L2) processing effort by analyzing the Dutch English-L2 learners' eye movements from GECO and MECO, two eye-tracking corpora. Processing effort was operationalized as reading rate, mean fixation duration, regression rate, skipping rate, and mean saccade…

This study investigated students' perceptions of English reading practice using the LINE Webtoon application. The study employed a quantitative survey research design, involving 65 students of the English Language Education Study Program of Universitas Kristen Indonesia Jakarta. Data were collected in June 2023 using an online questionnaire via…

The appropriate amount of first language (L1) and second language (L2) to use in L2 learning has been constantly debated (e.g., Cummins, 2007; Hall & Cook, 2012). This study situates the debate of L1 and L2 use in the context of vocabulary learning from reading. By examining the potential moderating factors on the comparison of L1 and L2…

This study made triangulated use of eye-tracking and retrospective verbal reports (RVRs) to compare the banked gap-filling processes of two same-scorers and those of a top scorer and a bottom scorer. The two same-scorers differed in their cognitive effort on global and local processing, fluency of choice making, and strategy use when completing…

This study examines context effects on lexical processing by low-proficiency Japanese learners of English during sentence comprehension, and the role of individual differences in verbal working memory (WM). Thirty Japanese learners of English as a second language (L2) and 27 speakers of English as a first language (L1) were recruited for a…

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…

Few studies aimed to disentangle different aspects of vocabulary depth (VD) knowledge and examine their contribution to second-language (L2) reading comprehension. To fill this gap, this study distinguished between two VD aspects, that is, semantic network knowledge and polysemous knowledge; and tested how they, together with vocabulary size (VS),…

Librarians love stories, and libraries are among the few forums that can offer exposure to collections of stories in various formats as well as encourage independent exploration and group discussion. Librarians read, encourage talking, writing about, and searching for stories, but this is text-based. What of the students new to the English…

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…

This article explores the potential for using a modified dictogloss task to improve ESL learners' use of genre-appropriate conventions and genre-appropriate style in the context of genre-based instruction for writing. Dictogloss has been traditionally used to enhance learners' focus on lexical and grammatical features through discussions during…

In order to better understand the role of syntactic similarity in a code-switched sentence, the current study explored the effect of similar and different syntactic structures on Chinese-English bilinguals' intra-sentential switching costs. L2 proficiency and switching directions as factors that potentially intervene in bilingual performance were…

Academic reading in English requires processing of challenging advanced texts for comprehension. Highly proficient second language (L2) readers, such as graduate students, are expected to interpret complex texts fluently and efficiently for academic success, yet the field has little evidence on how these readers process texts. Through two…

Background/purpose: This study aims to examine the implementation of structured reading strategies through the Reader Response Approach (RRA) in an online EFL reading class to enhance students' reading comprehension and critical engagement with literary texts. Responding to a text allows readers to deepen their understanding, articulate personal…

Reading is one of the fundamental aspects underlying students' achievement yet becomes an activity abstained by students. In fact, EFL learners demand more enjoyable and diverse reading activities. Most EFL students perceive that they are continuously exposed to prevalent reading activities. This qualitative study aims to scrutinize the…