This experimental study examined the effect of answering strategic adjunct questions (AQs) on L2 reading comprehension and strategy use. Participants were 124 Chinese intermediate advanced EFL learners from a large public university in China. Of them, 24 and 100 participated in the pilot study and formal study, respectively. Participants read two…

This study explored the lexical coverage of corpus-based vocabulary lists (general, academic, and content-specific) across several million tokens gathered from digital science resources (DSR) for middle school (6-8 grade) students in the United States. The goal was to estimate the extent to which a combination of well-known word lists, mostly…

The purpose of this study was to examine the effectiveness of a multimodal approach in which an additional camera was used to deliver online explicit reading strategy instruction. Targeting 20 Japanese beginner-level EFL college students taking online Zoom lessons during one academic semester, two research questions were investigated: (a) To what…

Twenty adult ESL students at a community college participated in a semester reading intervention. Participants received a modified extensive reading treatment, and some participants received an additional repeated reading direct instruction reading intervention. The author examined the impact of the reading interventions on ESL students' reading…

Facilitating anxiety in second language (L2) learning research has not been thoroughly discussed for both methodological and conceptual reasons. This trend is also evident in the field of L2 reading, where reading anxiety has been viewed as a negative force. This study takes the initial step to explore the nature of facilitating anxiety in L2…

Strategic reading is an important consideration in the L2 reading classroom. This study investigated the effects of a Chinese as a Second Language (CSL) strategies-based reading instruction program, in which participants were explicitly taught ten top-down reading strategies. Thirty-four students enrolled in an advanced-level Chinese class…

Graded readers are a great asset to learners acquiring the vocabulary of another language. Homonyms, on the other hand, are a recognized source of trouble for students with that same goal. Publishers of graded readers control the presentation of old and new words, but does this control extend to homonyms? Are only the word forms controlled for--in…

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2…

Extensive reading (ER) has been widely practiced in teaching English as a foreign or second language contexts. However, reports on how ER was practiced in Chinese as a foreign or second language (L2) contexts are not commonly seen. This study reports how an ER program was established in a liberal arts college in the U.S.A, and how ER affected L2…

This paper investigates the relationship between secondary school students' reading metacognition and summary writing skills--which represent a part of their academic language skills--within a network of psychological and sociocultural factors consisting of positivity, tolerance and respect, resilience, and culture and cooperation. We used data…

This mixed-methods case study examines how an online extensive reading project impacted the 11 participants' motivation, habits, and linguistic abilities regarding L2 English reading. The participants engaged in extensive reading for one year on Xreading (an online extensive reading website). They were all female Japanese nationals aged between 30…

This research presents a novel reading fluency (rf) measurement formula that accounts for both reading rate and comprehension. Possible formulas were investigated with 68 participants in a strategic reading course in an IEP at a small Pacific Island university. The selected formula's scores demonstrated concurrent validity through strong…

The present study investigated the impact of chunk reading training (CRT) on the online syntactic processing and verbal working memory (WM) of Japanese EFL (English as a foreign language) learners in secondary school. For four weeks, the treatment group (N = 31) underwent CRT, while the control group (N = 25) participated in reading training in…

The effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…

Our aim here is to investigate reading in a foreign language from a multilingual perspective. Much research has focused on first- and second-language reading, especially the important role played by strategy deployment in helping readers to make meaning from texts in different languages. Less emphasis has been placed, however, on how bilinguals…