Volume 37, No. 1
Permanent URI for this collection
Browse
Recent Submissions
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.Item Evaluating extensive reading speed and words read with IELTS reading scores(University of Hawaii National Foreign Language Resource Center, 2025-03-10) Junn, HanonThis evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who participated in ER for one year in an academic reading and writing class. The research combines quantitative data on reading speed and words read with their IELTS reading performance over two testing points during the academic year. The findings indicate significant reading progress in reading speed and words read. Total words read showed a moderate correlation with IELTS reading scores; however, no significant correlation was found between increased reading speed and IELTS reading score changes across semesters. Based on the findings, the study concludes with future implications to improve and streamline the ER program for better results and participation.Item Script Effects as the Hidden Drive of the Mind, Cognition, and Culture by Hye K. Pae(University of Hawaii National Foreign Language Resource Center, 2025-03-03) He, Xiang; Han, NiItem Reading Short Stories to Enhance Beginning Chinese Learners’ Reading Skills(University of Hawaii National Foreign Language Resource Center, 2025-02-24) Zhou, Wenying; Li, XiaoshiExtensive reading (ER) has been found to have an assortment of positive effects on various aspects of second/foreign language learning. However, few studies have investigated its impacts on learners of Chinese as a Foreign Language (CFL), especially early beginning learners. To address this gap, this study reports an intervention of extensive reading using teacher-developed short stories within a regular first-semester CFL curriculum at an American university. Students’ perceptions regarding its effects were examined, and qualitative data were collected after two months of implementation. The findings revealed positive effects on students’ reading attitudes, consolidation of previously learned vocabulary, incidental vocabulary acquisition, reading speed, and comprehension. The reading strategies employed by the beginning CFL learners were also described. The research findings suggest that extensive reading should be regularly incorporated into CFL classrooms.