- Exposure to L2 online text on lexical and reading growth
-
...reading courses, namely Reading Comprehension 1 (RC1), Reading Comprehension 2 (RC2),
Reading Comprehension 3 (RC3) and Reading Comprehension 4 (RC4). The participants took their RC1
test in their f...
by Ngo Cong-lem, Sy-Ying Lee
in Volume 24 Number 3, October 2020
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
-
...reading, with its diverse features and advantages. Electronic reading has
affected all aspects of teaching and learning L2 reading, particularly reading comprehension, which is the
core topic in rea...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- A reflective e-learning approach for reading, thinking, and behavioral engagement
-
...reading (Reading time), the total
number of times marked in reading (Marker list), response to reading questions (Quiz score), and the total
number of words written on reflective memo (Memo list) as...
by Mei-Rong Alice Chen, Yi-Hsuan Lin
in Volume 28 Number 1, 2024
- University level second language readers’ online reading and comprehension strategies
-
...reading to elucidate readers’ evaluative and repairing processes in reading.
Skilled readers regulate their reading by using and evaluating strategies to increase their reading
efficiency in printed...
by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014
- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
-
...reading process (reading time, clicking behaviour). Indeed, does increased clicking
slow down the reading? Or does reading and rereading a higher number of glosses take up as much time
as the combin...
by Isabelle De Ridder
in Volume 06 Number 1, January 2002
- Commentary: Can free reading take you all the way? A response to Cobb (2007)
-
...reading even a very modest reading habit
would afford L2 readers, and therefore underestimates the impact of free reading on L2 vocabulary
development; and (2) Cobb’s data show that free reading is ...
by Jeff McQuillan, Stephen D. Krashen
in Volume 12 Number 1, February 2008
- Commentary: Response to mcquillan and krashen (2008)
-
...reading. Again, all this reading is of graded or simplified texts – much of it at the very
elementary 600 word level.
Certainly, there is nothing wrong with reading simplified texts! But learners r...
by Tom Cobb
in Volume 12 Number 1, February 2008
- Vocabulary learning in an automated graded reading program
-
...reading of English texts for grammar instruction with rare extensive reading
opportunities.
Designing An Online Extensive Reading Syllabus
Reading texts and four word lists.
The first step in cons...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
-
...Reading task
pass fail
Meaning-based reading
Interactive practice module
pass fail
MPAL
Practice reading aloud with reading partners
Ask for help (online helper or group members)
Invite read...
by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...reading process. Past research has shown that glossing can help improve reading
fluency, enhance reading comprehension (Hong, 1997), and reduce reading anxiety (Zhao et al., 2013).
This study used a...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
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