Relationships between lexical/nonlexical reading and auditory temporal processing were examined. Poor nonlexical readers (poor nonword readers, phonologic dyslexics) had difficulty across tone tasks irrespective of speed of presentation or mode of recall. Poor lexical readers (poor irregular word readers, surface dyslexics) had difficulty recalling tones in a sequence only when they were presen...

This study is a part of joint study, aiming to develop teacher professional development program on training teachers teach PISA-like reading. The bigger focuses pedagogical intervention that incorporates PISA reading into English and Indonesian subjects based Systemic Functional Linguistics Genre-Based Approach (SFL GBA) has been reported in Emilia et al. (2022). Meanwhile, this centred around ...

conclusions the findings of this study indicate that the frequency of disfluencies was increased in difficult syllable structures in comparison to simple syllable structures. according to the results, it seems that certain linguistic features, such as syllable structure can affect speech-motor output in people who stutter through affecting phonological encoding. background stuttering is one of ...

The aim of the study is to examine the possible dissociative effects of bilingualism on the complex and cognitively challenging task of reading. The underlying assumption is that there are two paths to reading: the lexical (semantic) path and the non-lexical (phonological) path. Bilingual individuals and monolingual individuals may assign different weights to these routes, preferring in a pract...

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field o...

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning goals. With this in mind, in this study we investigated whether training English as a Foreign Language (EFL) learners on the basis of a Self-regulated Learning (SRL) model improved their literal and critical reading co...