The current study is an attempt to investigate the particular role learners' vocabulary knowledge plays in their reading comprehension performance. It intends to determine whether breadth and depth of vocabulary knowledge are related to EFL learners' reading comprehension, and to investigate which one of these variables, that is, depth or breadth of vocabulary knowledge, makes a more important ...

In an eye-tracking experiment with late second language (L2) learners, the present study probed into the relationship between eye-movement (EM) measures and the processing and storage outcomes of reading span tasks (RST) to determine whether EM patterns actually reflect working memory (WM) functions in the L2. Additionally, it examined the relationship between WM capacity as indexed by EMs and ...

Grouping words into meaningful chunks is a fundamental process for fluent reading. The present study is an attempt to understand the relationship between chunking and second language (L2) reading fluency. The effects of text segmentation on comprehension, rate, and regression in L2 reading were investigated using a self-paced reading task in a moving-window condition. The participants were inte...

this study seeks to examine how teachers’ educational background (those who have educated in tefl in comparison to those who have educated in literature) may influence their beliefs and attitudes on language learning, teaching and the teaching methods they apply in their classes. on a general basis, depending on teachers’ opinion, learning process might be seen as behavioristic, inductive, inte...

The present study investigated the relative contributions of experiential and ability factors to second language (L2) passage comprehension and L2 vocabulary retention. Participants included a cross section of 99 adult learners of Spanish as a foreign language enrolled in beginning through advanced level university Spanish courses. Participants completed a standardized reading proficiency test ...

This study examined the nature of morphology-based cross language transfer from Korean to reading and writing acquisition in English and Chinese among Korean-speaking 9th graders who had studied English for seven years and Chinese for one year as foreign languages. One hundred and sixty students were administered a set of comparable Korean (L1), English (L2), and Chinese (L3) tasks tapping into...

The importance of reading proficiency in a second language (L2) is growing worldwide. Reading L2 involves many questions about the abilities comprehension, including metacomprehension, core ability native speakers (L1) that allows them to be aware their comprehension level and regulate learning. However, its link has not been sufficiently researched. This study examines relationship between sco...

This study investigated the relationship of the attitudes and cultural background of Arab students in Israel to their reading comprehension of stories from Jewish and Arab culture. Participants were 74 eighth-grade Arab students (age 14±15 years) from Israel, learning Hebrew as a second language (L2). An attitude questionnaire, stories from Arab and Jewish culture and multiple-choice questions ...

Writing has been identified as a challenge for students with reading difficulties. This study contributes to previous research by exploring argumentative writing in L1 (Swedish) and L2 (English) group of difficulties upper secondary school. Participants were 19 typical reading, poor decoding, 9 comprehension. A majority attended vocational programmes. Written text quality was assessed using an ...

Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy reading. Its comprehension has been inconclusive due to the lack of on relationship among attention, cognitive load and L2 comprehension, with possibility that synchronous auditory input lessens attention visual input. We present study 4...