Volume 30, No. 2

Permanent URI for this collection

https://hdl.handle.net/10125/68080

Browse

Recent Submissions

Now showing 1 - 7 of 7
  • Item
    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2018-10) RFL Staff
  • Item
    Readings on L2 reading: Publications in other venues 2017–2018
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Harris, Shenika ; Berbales, Carolina ; Killingbeck, Elizabeth Pratte ; Balmaceda, David ; Li, Yanjie (Phoebe) ; Liu, Huan
  • Item
    Oxford Learner’s Bookshelf: An e-book reader application for extensive reading
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Woo, Jin Ha
  • Item
    International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing by Anne Burns & Joseph Siegel
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Yaman, İsmail
  • Item
    Evaluating Second Language Courses by Dale Griffee & Greta Gorsuch
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Phillips, Sadi E.
  • Item
    Modeling the relationship of metacognitive knowledge, L1 reading ability, L2 language proficiency and L2 reading
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Guo, Lin
    This study takes the initiative to use structural equation modeling (SEM) to explore the interrelationships among metacognitive knowledge, first language (L1) reading ability, second language (L2) proficiency and L2 reading comprehension. Data were collected using an L2 proficiency test, L1 and L2 reading tests and strategy questionnaires with 268 sophomore university students learning English as a foreign language (EFL) in China. The results showed that all three predictors had significant, direct, positive effects on L2 reading comprehension. Moreover, metacognitive knowledge exerted indirect effects on L2 reading by means of L1 reading ability and L2 language proficiency. The findings help to refine the framework of L2 reading and elaborate on the mechanism by which metacognitive knowledge facilitates L2 reading. These findings have significant classroom implications, including the integration of strategy instruction and L1 literacy resources into L2 curriculum.
  • Item
    An examination of self-assessment and interconnected facets of second language reading
    (University of Hawaii National Foreign Language Resource Center, 2018-10) Dolosic, Haley
    As second language (L2) reading assessment and proficiency grow in importance globally, many questions remain about the multifaceted nature of L2 reading. This study examined the interconnected relationships of text type, test method, topic familiarity, and self-assessment, as they relate to L2 reading through correlation and regression analyses with Chinese English as a foreign language (EFL) students at a university in China, enrolled in English for Academic Purposes (EAP) courses. Although findings of this study indicate that topic familiarity did not hold its traditionally influential role in L2 reading with these learners, both test method and text type demonstrated statistically significant relationships with L2 reading performance, including a statistically significant interaction between text type and test method. Criterion-referenced self-assessment demonstrated statistically and practically significant associations between learners’ selfratings and L2 reading performance. However, when examined by test and text type, further complexities indicated these associations were tied specifically to narrative texts and multiple-choice test methods.