Volume 37, No. 1

Permanent URI for this collectionhttps://hdl.handle.net/10125/110068

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Now showing 1 - 20 of 35

Gender Representation in Graded Readers: A Comparative Content Analysis
(University of Hawaii National Foreign Language Resource Center, 2025-12-02) Elliott, Darren; Bieri, Thomas E.
While Extensive Reading (ER) has emerged as an effective approach to developing language skills, ER research has largely focused on its impact on language acquisition, rather than the socio-cultural content of the materials used and any effect of those on the reader. Considering that ER programs tend to expect learners to read large volumes of text, the socio-cultural information (including the messages regarding gender representation and gender roles) that learners are absorbing appears worthy of attention and consideration from educators. While some studies have examined gender in educational materials more broadly, so far, there is a dearth of similar research focused on graded readers. This paper reports on the results of a pilot project using content analysis to examine aspects of gender representation in the text and images of sets of fiction and nonfiction readers, specifically the numbers of female, male, and unidentified characters, and their occupations.
Developing a checklist to support learners’ choice of graded readers in extensive reading
(University of Hawaii National Foreign Language Resource Center, 2025-11-24) Arai, Yuya
Many extensive reading (ER) programs encourage second/foreign language learners to choose reading materials by themselves. However, given the difficulty of choosing appropriate reading materials, it is necessary to provide support. Hypothesizing the importance of learners’ subjectivity in their choice of reading materials, this study aimed to develop a checklist that measured learners’ perceptions of text difficulty in order to support their text choice. First, a multivariate generalizability theory analysis was conducted to determine the number of graded reader texts included in the checklist. Then, 18 Japanese female university students learning English as a foreign language used the checklist during the ER program. The change in their perceptions of text difficulty in the ER program was summarized descriptively, while an open-ended questionnaire was analyzed by conducting reflexive thematic analysis. The results suggested the effectiveness of the checklist in helping students choose appropriate texts, encouraging future research and practice to support learners’ choice of ER materials.
Reading differently with ChatGPT: EFL learners’ use of Question-Answer Relationship strategy
(University of Hawaii National Foreign Language Resource Center, 2025-10-20) Zhang, Lu; Xu, Meixia; Huang, Yuhan; Huang, Yi; Wang, Guoxiu; Shen, Xuantong
This study explores how university English as a Foreign Language (EFL) learners developed reading comprehension through the integration of the Question-Answer Relationship (QAR) strategy and ChatGPT. Thirty-five first-year students from a university in northern China participated in three rounds of semi-structured interviews in five weeks. Thematic analysis revealed a developmental progression: learners initially used ChatGPT to locate explicit information (Right There), then synthesized across texts (Think and Search), and eventually engaged in inferencing and interpretation (Author and You). ChatGPT offered immediate, adaptive support that helped learners decode language, reflect on reasoning, and internalize reading strategies. Rather than relying passively on ChatGPT, participants used ChatGPT dialogically to test, refine, and deepen their understanding. The findings highlight the value of combining structured comprehension strategies with ChatGPT to promote learner autonomy, critical reading, and strategic thinking in EFL contexts. Implications for instruction, curriculum design, and responsible artificial intelligence (AI) integration are discussed.
The effect of text modification on comprehension and the exploration of perceptions
(University of Hawaii National Foreign Language Resource Center, 2025-10-13) Uygur, Muhammed Eren; Mutlu, Hasan Hüseyin; Çinpolat, Enes
This study examines the impact of authentic versus modified text on L2 Turkish learners’ reading comprehension. A total of 230 B1-level Turkish language learners were randomly divided into two groups: one reading a modified text (n = 115) and the other an authentic text (n = 115). Both groups completed a surface-level reading comprehension test. Additionally, volunteer participants provided written feedback on text difficulty, comprehensibility, and reception. Quantitative analysis showed no significant overall difference in test scores between the groups, though the modified text group performed better on two items directly linked to modified sections. Qualitative data revealed that while learners found the authentic text more linguistically challenging and difficult to understand, it fostered deeper, more interpretive engagement. These findings suggest that the selection between authentic and modified text is a pedagogical decision influenced by learning objectives: modified texts enhance local comprehension when accessibility is prioritized, whereas authentic texts promote deeper, interpretive engagement.
La lectura en lengua extranjera by Ruíz and Ruiz: A critical review of FL reading research and pedagogy
(University of Hawaii National Foreign Language Resource Center, 2025-10-13) Vásquez Arango, Claudia Fernanda
Lexical coverage and reading comprehension revisited
(University of Hawaii National Foreign Language Resource Center, 2025-09-22) Webb, Stuart; Pellicer-Sánchez, Ana; Wang, Andi
The present study is a partial replication of the most widely cited study of lexical coverage and reading comprehension by Hu and Nation (2000). Ninety-four advanced L2 learners read a short story at one of 90%, 95%, 98%, and 100% lexical coverage and then completed a 14-item reading comprehension test. The results showed that although comprehension scores did tend to increase from 90% to 100% coverage, there were no statistically significant differences in comprehension scores between those who read the text with 90%, 95%, and 98% lexical coverage. Participants who read the text with 100% coverage did have significantly higher scores than those who read it at 90% and 95% coverage. The results also revealed that lexical coverage and perceived difficulty both have a role in predicting comprehension scores, but the amount of variation explained is small (11% and 8%, respectively).
Expanding insights of vocabulary knowledge, metacognitive knowledge, and reading in Teng (2025)
(University of Hawaii National Foreign Language Resource Center, 2025-09-03) Xing, Weili
Responding to Teng’s (2025a) longitudinal research on metacognitive knowledge (MCK), breadth of vocabulary knowledge (BVK), and reading proficiency in young EFL learners, this article expands the theoretical and pedagogical framework by addressing underexplored dimensions of developmental dynamics, cognitive-affective moderators, and ecological validity. Conceptually, it advocates for a Dynamic Systems Theory (DST) approach, emphasizing non-linear, recursive trajectories of metacognitive and vocabulary development, especially among early-stage English as a Foreign Language (EFL) learners. Methodologically, the paper proposes multivariate, longitudinal designs—including latent profile analysis (LPA) and cross-lagged panel analysis (CLPA)—to capture intra-individual variability and clarify conditional interactions among morphological awareness, reading fluency, and affective variables. Pedagogically, it underscores embedding metacognitive strategy instruction (MSI) within authentic classroom ecologies, highlighting differentiated, scaffolded instructional practices tailored to learners’ cognitive and affective profiles. Integrating these dimensions bridges theoretical insights and practical pedagogical strategies, contributing to nuanced, ecologically valid models of vocabulary-mediated reading development.
Special issue of Reading in a Foreign Language (RFL)-Second Call: Honoring Richard R. Day’s Contributions to Extensive Reading: Theories and Practices in the AI Era
(University of Hawaii National Foreign Language Resource Center, 2025-09-01) Zhou, Jing; Teng, Mark Feng
Impact of curiosity-based reading on summary writing in Sri Lankan ESL universities
(University of Hawaii National Foreign Language Resource Center, 2025-08-25) Gunawardane, Ruwan; Matthews, Joshua
This study examined Sri Lankan English as a Second Language (ESL) undergraduate learners’ reading-to-write task performance over six weeks. The Experimental Group (EG; n = 33) read and summarized articles rated as curious on a Likert scale measuring curiosity, while the Control Group (CG; n = 31) read articles rated as incurious (low-curiosity end of the scale). A pre-test and post-test were used to assess participants’ summary writing performance across five rubric dimensions. A combined measure of all dimensions showed that both groups improved significantly; however, the difference in gain scores between the EG and CG was not statistically significant, despite a small to medium effect size favouring the treatment group. However, an analysis of the individual dimensions revealed that the EG significantly outperformed the CG in the Overall Quality dimension, with a medium-to-large effect size. Results speak to the potential of curiosity in ESL instruction.
Japanese extensive reading: Responses of an intact university cohort of beginner learners
(University of Hawaii National Foreign Language Resource Center, 2025-08-08) Rothville, Kimberley
Increasingly, research attention has turned to the benefits of extensive reading (ER) in languages other than English, such as Japanese. Yet significant issues remain with participant numbers in studies of Japanese ER, which are often low, meaning they may not be representative of the rest of the cohort, let alone students in other contexts. An intact cohort (N = 52) of first-year second-semester beginner learners were introduced to the principles and benefits of ER and given the opportunity to borrow twice weekly from more than 150 graded readers in class. Students’ reading logs provided data on their reading habits and amounts, and a nine-question, anonymous survey probed reasons for choosing to read and the perceived benefits of and responses to ER. Around 50% of the cohort read on average one book per week and reported perceiving a wide range of benefits as a result of doing ER.
Blended extensive reading program for EFL classes: Insights and reflections from learners
(University of Hawaii National Foreign Language Resource Center, 2025-07-15) Tosun, Zeynep Yadigar; Gönen, S. İpek Kuru
This study investigates the impact of a seven-week extensive reading (ER) program integrated with a blended learning modality (face-to-face and online) on tertiary-level English as a Foreign Language (EFL) learners. In a mixed-methods research design, it investigated whether the systematic blended ER program affected learners’ reading attitudes and explored their views of the program. The quantitative data from a pre- and post-test questionnaire revealed a significantly positive change in the participants’ reading attitudes. The qualitative findings gathered through weekly reflective logs and semi-structured interviews highlighted the program’s contribution to the participants’ reading practices. The participants faced some challenges, mainly due to problems with digital reading. The findings primarily revealed that the blended ER offered valuable opportunities for EFL learners and enhanced their second and foreign language (L2) reading experiences in numerous ways. The findings offer valuable implications for educators, L2 practitioners, and program designers for future implementations of ER programs.
Call for Co-Editor, Reading in a Foreign Language
(University of Hawaii National Foreign Language Resource Center, 2025-07-03)
Call for abstracts on a special issue honoring Richard R. Day’s contributions to extensive reading: Theories and practices in the AI era
(University of Hawaii National Foreign Language Resource Center, 2025-06-23)
L2 reading in healthcare contexts: Informed research methods with language diverse patients
(University of Hawaii National Foreign Language Resource Center, 2025-06-23) Brantmeier, Cindy; Agyepong, Dorothy Pokua; Dube, Amanda; Strube, Michael; Van Rheenen, Jacaranda; Wills, Jessie; Paithankar, Uma; Thompson, Rachel G.A.; Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Smith, Christi; Vorawandthanachai, Thammatat; Ssewamala, Fred; Nabunya, Proscovia
This study is a renewed effort for applying theory and research in Applied Linguistics (ApL) to today’s healthcare needs. Previously, to analyze language use with linguistically diverse patients during the COVID-19 pandemic, researchers bridged self-assessment (SA) research in ApL to Public Health through the development of an instrument used with 338 healthcare workers (Brantmeier et al., 2021). SA was previously researched in second language (L2) studies with a contextualized, criterion-referenced instrument where learners self-diagnose strengths and weaknesses across language abilities. Studies validated the relationship between the SA instrument and language achievement (Brantmeier, 2005; 2006; Brantmeier & Vanderplank, 2008; Brantmeier et al., 2012; Liu & Brantmeier, 2019). The present study uses a subset of data (Brantmeier et al., 2021) to highlight findings related to reading and substantiates the need for research-based understandings of second and foreign language reading in healthcare contexts.
Online extensive reading: Japanese EFL university students’ attitudes, perceptions, and outcomes
(University of Hawaii National Foreign Language Resource Center, 2025-06-23) Elam, Jesse R.; Thomas, Dax; Grimes-MacLellan, Dawn
During the COVID-19 pandemic, an exploratory mixed-methods study was conducted on the reading attitudes, perceptions, and outcomes of 50 first-year Japanese EFL university students participating in an online extensive reading (ER) enhanced curriculum using Xreading in order to better understand its affective and cognitive effects. Quantitative data was collected using an adapted version of Yamashita’s (2013) Reading Attitudes Inventory and the Extensive Reading Foundation Online Self-Placement Test (ERFOSPT). Qualitative data was gathered using open-ended surveys and converged on the constructs of the inventory where statistical changes were observed. Other qualitative data was collected about Xreading using an ER perceptions survey to assess students’ views of participating in online ER. Results from this study illustrate that students’ feelings about ER and their perceptions of reading online were generally positive. Furthermore, students’ ERFOSPT levels increased, suggesting online ER is a suitable approach in the context of this study.
Morphological awareness and affix knowledge in EFL reading via vocabulary breadth
(University of Hawaii National Foreign Language Resource Center, 2025-06-11) Morita, Mitsuhiro; Yamashita, Junko
Morphological knowledge is a complex construct integral to vocabulary breadth and reading comprehension. To understand its complexity, researchers examine its dimensionality. First, this study contributes to this broad topic by investigating whether morphological awareness and affix knowledge, related concepts with a long history of investigation in second language (L2) research, constitute separate dimensions. Second, we examined how these concepts contribute to reading comprehension with vocabulary breadth as a mediator. We evaluated 508 Japanese university students using a series of linguistic tasks and analyzed their performance through confirmatory factor analysis and structural equation modeling. Our findings showed that morphological awareness and affix knowledge are distinct constructs. The study further revealed significant direct and indirect pathways from both variables to reading comprehension, mediated by vocabulary breadth, with a stronger overall effect of morphological awareness. Potential reasons for this result and pedagogical implications are discussed.
Finding the sweet spot: Strategic reading for fill-in-the-blank items
(University of Hawaii National Foreign Language Resource Center, 2025-06-11) Kim, Jieun; Lee, Byungmin
While it has been observed that second language learners selectively read information to answer comprehension questions, the amount of textual information required to correctly answer a question remains unclear. This study sought to identify the effects of this strategic reading on reading comprehension performance and explore how proficiency modulates its effects. A total of 279 Korean high school students across four proficiency levels responded to 18 multiple-choice fill-in-the-blank items from the English section of College Scholastic Ability Test (CSAT). Reading passages were modified into four versions with varying amounts of textual information to enforce selective, strategic reading. A multilevel logistic regression analysis revealed that learners with the lowest proficiency performed poorest in the complete passage condition, while those with the highest proficiency performed best, suggesting that the sweet spot of reading for fill-in-the-blank items varies depending on proficiency. The findings are discussed in the context of second language instruction and assessment.
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, Joshua
Ensuring 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.
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 Thi
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, Kotaro
Despite 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.

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