Based on the assumption that preparing reader before reading can foster comprehension, this research presents an empirical study in which effects of pre-reading tasks comprehension narrative texts English as a second language2 (L2) were investigated. Nine participants from public high school took part investigation and to collect data, two Reading Comprehension Tests fulfilled by right after ea...

Following an extensive overview of the subject, this study explores the relationships between secondlanguage (L2) explicit/implicit knowledge sources, embedded in the declarative/procedural memory systems, and L2 working memory (WM) capacity. It further examines the relationships between L2 reading comprehension and L2 WM capacity as well as those between L2 reading comprehension and L2 explici...

Following innovations in intelligence and its radical changes from a unitary concept (IQ) to a multi-dimensional conceptualization, i.e. multiple intelligences and the need to design classroom activities based on the L2 learners’ cognitive styles, this study examined the impact of linguistic intelligence and emotional intelligence on the reading comprehension ability of the Iranian EFL learners...

The practice of developing and testing second language (L2) reading must follow as clear an understanding of this skill as possible, and such an understanding must be a result of rigorous research, both theoretical and empirical. Comparisons have been made between applied linguistic research on L2 reading and cognitive psychological research on L1 reading, both of which directly or indirectly c...

It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' ...