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Direct linkSakrak-Ekin, Gülnihal; Balçikanli, Cem – Reading Matrix: An International Online Journal, 2019
This mixed method study aimed to investigate (i) EFL instructors' beliefs about written corrective feedback (WCF) (ii) whether these beliefs are congruent with their classroom practices. Firstly, a questionnaire was administered to 25 English instructors to understand their beliefs regarding WCF. Later, randomly chosen 175 student writing…
Descriptors: Foreign Countries, Written Language, Feedback (Response), Second Language Learning
Tabata-Sandom, Mitsue – Reading Matrix: An International Online Journal, 2020
The current study examines the cognition of reading instruction held by teachers of Japanese as a second or foreign language (L2 Japanese) working mainly in Japan, New Zealand, and the US. The study reports findings obtained from two data collection methods: interviews and metaphor elicitation contained in a questionnaire. The researcher…
Descriptors: Schemata (Cognition), Second Language Learning, Second Language Instruction, Japanese
Esposito, John – Reading Matrix: An International Online Journal, 2017
The primary impediment to literacy in Japanese is kanji proficiency. The ostensible reason kanji present such a formidable challenge, especially for the second language learner, is the combined effect of their quantity and complexity. Research into the cognitive processing of logographic characters, however, indicates that the main obstacle to…
Descriptors: Mnemonics, Written Language, Phoneme Grapheme Correspondence, Second Language Learning
Fithriani, Rahmah – Reading Matrix: An International Online Journal, 2019
The significance of feedback in the learning process, including that in second language (L2) writing pedagogy has been widely recognized. Many studies investigating the effect of feedback on students' writing have indicated that the feedback process helps students improve their writing quality. However, few studies exist that focus on how the…
Descriptors: Feedback (Response), Sociocultural Patterns, Learning Theories, Learning Processes
Tsung, Linda T. H.; Zhang, Lubei; Hau, Kit Tai; Leong, Che Kan – Reading Matrix: An International Online Journal, 2017
Two groups of 12-year-old ethnic minority (EM) users of alphasyllabary (66 Tibetan and 45 Yi) were compared with 42 Han Chinese students in comprehending Chinese narrative and expository texts, each with inferential questions requiring short open-ended written answers. Three constructs (verbal working memory, orthographic and sentential…
Descriptors: Short Term Memory, Chinese, Orthographic Symbols, Syntax
Toyoda, Etsuko – Reading Matrix: An International Online Journal, 2007
The paper reviewed studies in word-level processing skills and related areas, and profiled how the development of L2 word recognition and integration skills would contribute to autonomous "kango" (Chinese originated words or words created from Chinese originated words) vocabulary learning. Despite the fact that the acquisition of a…
Descriptors: Second Language Learning, Vocabulary Development, Web Sites, Dictionaries
