We present a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension. Our findings show a small meta-correlation between first (L1) and second (L2) oral language and a moderate to large correlation between L1 and L2 phonological…

Significant departure from reliance upon print texts is requiring teachers and researchers to redefine online reading processes for diverse contexts, and participants. To bring the significant role of the participants into the reading research limelight, the present study explores the processes involved in the online reading strategy use of…

Why is it more difficult to comprehend a 2nd (L2) than a 1st language (L1)? In the present article we investigate whether difficulties during L2 sentence comprehension come from differences in the way L1 and L2 speakers anticipate upcoming words. We recorded the brain activity (event-related potentials) of Spanish monolinguals, French-Spanish late…

Humour is a universal phenomenon and has been studied in many fields of research such as literature, linguistics, psychology, sociology and philosophy. Humour is often expressed through language and it is little wonder that failure to understand humorous language causes breakdowns in communication. What is humorous might be culturally defined, and…

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process,…

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental…

Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

English-Chinese (E-C) translation is part of tertiary curriculum and is generally text- or reading-based, and any course in relation to it is meant to develop the competence of reading, on a higher level, from a language comparative perspective. Chinese-English (C-E) translation is deemed by many as a productive skill, possible when the overall…

Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…

This study investigated the reading strategies used by adult learners' to read materials in English language for their studies. The population of the study consisted of students of Universiti Sains Malaysia. A sample of 80 (40 Postgraduates and 40 Undergraduates) TESOL students enrolled in the University were selected randomly. The data were…

This webinar provided an overview of the research behind literacy for second language learners, the different variables that influence a second language learners' reading abilities, and strategies to improve instruction for these students. Drawing from her research and experience, Dr. Esther Geva discussed the different skills and variables that…