Volume 37, No. 1
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Item Choosing lexically appropriate texts: Vocabulary mastery level or text-range vocabulary size?(University of Hawaii National Foreign Language Resource Center, 2025-05-19) Ha, Hung Tan; Nguyen, Duyen Thi Bich; McLean, Stuart; Matthews, JoshuaEnsuring classroom reading materials align with learners’ lexical knowledge is crucial, often requiring teachers to infer vocabulary knowledge from vocabulary test performance. However, the best approach to match learners with lexically appropriate texts based on vocabulary test scores remains unclear. This study compared two methods: vocabulary mastery level and text-range vocabulary size. A meaning-recall vocabulary levels test and a reading comprehension test were administered to 304 tertiary-level Vietnamese learners of English. Learners were alternatively grouped based on either vocabulary mastery level (no mastery, 1000-word mastery, or 2000-word mastery) or text-range size (1000, 2000, or 3000-word knowledge). Analysis revealed that the text-range vocabulary size approach provided a more accurate means of matching learners with comprehensible texts. These findings offer valuable insights for teachers and researchers in English language education, highlighting practical strategies for selecting reading materials that best support learners’ comprehension and language development.Item Teaching reading: A playbook for developing skilled readers through word recognition and language comprehension by Douglas Fisher, Nancey Frey, and Diane Lapp(University of Hawaii National Foreign Language Resource Center, 2025-05-12) Nguyen, Bao Trang ThiItem Day and Bamford’s (2002) Ten Principles for Teaching Extensive Reading Revisited: A Methodological Synthesis of Research Practice(University of Hawaii National Foreign Language Resource Center, 2025-05-12) Arai, Yuya; Takizawa, KotaroDespite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford’s (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and critically appraise the reporting practice of how previous studies implemented ER. A total of 72 primary studies were retrieved and reviewed. The findings suggested that many studies did not explicitly report ER characteristics in their articles, making it difficult to understand how ER was operationalized and practiced. Suggestions for future studies are discussed.Item Two Book Reviews of the Same Book: Why We are Publishing Both(University of Hawaii National Foreign Language Resource Center, 2025-04-07) Kurgat, Evans; Soktoeva, BaiarmaItem Extensive Reading by Jing Zhou(University of Hawaii National Foreign Language Resource Center, 2025-04-07) Arai, YuyaItem Review of Jing Zhou’s Extensive Reading(University of Hawaii National Foreign Language Resource Center, 2025-04-07) Tabata-Sandom, MitsueItem 2025 Call for Special Issue Proposals(University of Hawaii National Foreign Language Resource Center, 2025-03-24)Item Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings: Case Studies in German, Swedish and Chilean Grade 4 Classrooms by Monica Bravo Granström(University of Hawaii National Foreign Language Resource Center, 2025-03-24) Adi, Manasseh TernengeItem Putting PIRLS to Use in Classrooms Across the Globe: Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context by Marian Bruggink, Nicole Swart, Annelies van der Lee, and Eliane Segers(University of Hawaii National Foreign Language Resource Center, 2025-03-24) Alsaawi, AliItem Expanding understanding of reading anxiety: A new research agenda to Zhou’s (2017) “Foreign language reading anxiety in a Chinese as a Foreign Language Context”(University of Hawaii National Foreign Language Resource Center, 2025-03-17) Zhou, Shiyao; Teng, Mark FengForeign language reading anxiety (FLRA) remains a significant challenge for learners of Chinese as a Foreign Language (CFL), affecting their reading comprehension and overall language proficiency. Zhou (2017) provided a foundational analysis of FLRA, identifying key contributors such as comprehension difficulties, pronunciation-related stress, and cognitive overload associated with logographic scripts. However, Zhou’s study leaves several critical aspects unexplored, including the dynamic nature of FLRA over time, variations in FLRA between heritage and non-heritage learners, and the potential of technology-assisted interventions in mitigating reading anxiety. We expand on Zhou’s 2017 findings by integrating recent empirical research on metacognitive strategies, AI-driven learning tools, and differentiated instructional approaches. Additionally, this paper highlights future research directions, including the necessity of longitudinal studies to track FLRA progression, the effectiveness of blended learning approaches, and the role of learner variability in shaping reading anxiety experiences. By addressing these gaps, this response offers a more comprehensive framework for understanding and alleviating FLRA, with implications for CFL curriculum design and instructional practice.