The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…

The purpose of this study was to investigate the impact of using two visual while-reading strategies, knowledge-mapping (KM) and underlining, on the performance of intermediate students learning English as a Foreign Language (EFL) in multiple-choice reading comprehension tests. In doing so, 60 Iranian intermediate EFL students were selected from a…

Providing feedback is one of the foreign language writing teacher's most important tasks (Ferris, 2007). However there is less certainty about the techniques that should be used (K. Hyland & F. Hyland, 2006). This article reports on research that investigated the effects of two types of teacher feedback, on-tape and written, and of the absence of…

Knowledge of the strategies used by English as a foreign language (EFL) or second language (ESL) readers can help instructors teach these techniques and thereby enhance their students' reading comprehension. The present study compared three categories of reading comprehension strategies (metacognitive, cognitive, and socio-affective) to determine…

The use of a complex battery of reading strategies has been found to be obligatory for those English as a Second Language (ESL) students desirous of a high level of English language literacy and success in US academic institutions. Even though we know of the importance of reading strategies, little research exists on whether or not ESL males and…

Discusses whether reading in a second language is different than reading in one's first language. Examines recent case studies of adult English as a Second Language readers who are literate in their native language that illustrate the varying degrees to which readers access their primary language knowledge when reading in a second language. Finds…

Presents a strategy that helps English-as-a-second-language students improve their writing by developing a culturally based self-monitoring strategy that guides them through the revision process. Describes how the students enhance their metacognitive cross-cultural knowledge by comparing various rhetorical patterns and improve their metacognitive…

Presents an educational case study in which an English-as-a-Second-Language student brings a draft of his argument essay for freshman composition to a tutor in a university writing center. Presents a response that examines several ways in which the study has challenged an educator to think more deeply about beliefs. (SG)

Investigates effectiveness of three training programs for English as a Foreign Language university students in reading and listening comprehension. Finds that: students who learned rhetorical patterns of written expository texts and text mapping strategies demonstrated better comprehension of lectures than students who performed other activities;…

Follows six non-native-speaker college students through an authentic essay-writing task. Finds that note-taking behaviors facilitated learning from text, but that depth of processing and the students' self-positioning in the discourse community were more important than their were overt behaviors. Concludes that students' notes were useful as a…

Provides a description and an evaluation of a transitional academic program designed to address non-native English-speaking students' language and learning needs as well as to help them integrate into the university. Notes that the program's success is reflected not only in strong student improvement, but in the collaboration of many university…

Outlines a model for understanding the second-language reading process. Uses errors in comprehension to illustrate how the reading comprehension process works. Discusses pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds. (RS)

Describes an extension of dialog journals, audience journals. States that, with the advent of e-mail, English-as-a-Second-Language (ESL) students can send their journals to an "E-partner," and they can also make meaning by summarizing their E-partners' journal entries which are sent to both E-partner and instructor. Suggests that this technique…