Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were…

This article focuses on one aspect of a literacy research project: how reading and language enable embodied processes that allow for fluidity and becomings outside of the static, molar normative discourse in society and consequently in language education. I explain how one research participant continues becoming outside of white settler-colonial…

This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to…

This research investigated what reading strategies Thai college EFL students who were identified as nonproficient readers are aware of and what reading strategies they use. Data were gathered from a questionnaire, think-aloud and interviews. The analysis identified 3 broad categories of 16 reading strategies employed by the nonproficient readers:…

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to function. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive…

This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the…

Intensive reading in a second language (L2) can be challenging for both teachers and students because the reading level of the text is often higher than what students can easily read on their own. Reading a text that could be informative and interesting instead can become a struggle. And so, as teachers, we need to provide consistent intervention…

Developing second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners with autism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it…

Eye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated contexts. We explored whether gaze-contingency can foster L2 development by drawing attention to novel words…

Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…

We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…

This study investigates the use of L1 glosses during computerized reading in the English Language Teaching (ELT) context. A group of 26 ELT students at a large Turkish public university read three short texts and used pop-up glosses to promote their comprehension. Web pages were designed for reading and glosses, and a screen capture tool recorded…

The research aimed to develop the reading process and comprehension through extensive reading of 30 English major freshmen students conducted at Lampang Rajabhat University, Thailand, in the academic year of 2018. Data was collected by using pre-and post-test. Several follow-up activities and guidelines, including formative and summative…

The present study investigated the effects of 2 forms of text-based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while…

We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly…