The current 2-part study investigated the relative contributions of English language training (ELT) and computerized Cogmed working memory training (WMT) to improvements in English-as-a-foreign language (EFL) proficiency and working memory capacity. In Study 1, Japanese undergraduate EFL learners were randomly allocated to 1 of 3 experimental…

Knowledge of English vocabulary contributes to the learner's proficiency of English as a foreign language, but how the learner's lexical knowledge behaves in the contribution. Researchers in mainland China have conducted studies of various kinds in order to find out how the learner's lexical knowledge correlates with his proficiency. This article…

The underlying cognitive mechanisms explaining why speakers sometimes make communication errors are not well understood. Some scholars have theorized that audience design engages automatic processes when a listener is present; others argue that it relies on effortful resources, even if a listener is present. We hypothesized that working memory is…

Reading plays a significantly important role in every student's academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university…

Incorporating literacy into physical education has been a longstanding challenge among physical educators. However, a dearth of research exists regarding the integration of literacy and physical education, which prompted this study. Derived from a larger 4-year longitudinal mixed methods study of physical education teacher education (PETE)…

This action research study, drawing on participatory frameworks, investigated whether a Year 10 English class (15-16-year-olds), including struggling readers, could develop their reading self-concept and 'voice'. The research aimed to extend findings from a larger, mixed-method study, developing reading comprehension and motivation with younger…

According to the Componential Model of Reading (CMR; Aaron, Joshi, Gooden, & Bentum, 2008), reading comprehension can be explained by 3 domains--cognitive, psychological, and ecological domains. We examined the direct and indirect contributions of these 3 domains to reading comprehension in bilingual learners. Participants included 124…

When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author "does" make explicit. We collected think-aloud protocols from 86 undergraduate biology students reading 7 brief, illustrated passages about the immune system. After…

Many researchers have proposed a causal link between low domain knowledge and disorientation in hypertext. Our objective was to challenge this hypothesis, examining other variables that might have an influence, such as design, reading instructions, or working memory capacity. We analysed navigation patterns and comprehension scores in a sample of…

To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children,…

The study aimed to determine the use of listening comprehension strategies by middle school (grades 5-8) students, using an ICT application to the classroom, while listening to commercials from media products, and the correlation between various variables and their listening comprehension strategies. The relational survey model was used in the…

Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers' construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic…

Engaging students who are reluctant readers is not a one-sided dilemma, but rather a dynamic problem with many facets. This study examined one aspect of this conundrum. While reading is a difficult and challenging task for many, reluctant readers struggle with not only being engaged, but with negative self-perceptions. The fourth grade reluctant…

This descriptive, qualitative study seeks to contribute to the corpus of early literacy research by examining the role of comprehension strategies and teacher scaffolding on kindergartners' talk during partner reading. Although comprehension is a robust line of inquiry, previous research has focused on comprehension strategy use by students in the…

This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of students with reading disabilities in Grades 4 and 5. Students (N = 62) were randomly assigned to receive the Tier 2-type intervention or business-as-usual instruction.…