Volume 31, No. 1

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https://hdl.handle.net/10125/68081

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Recent Submissions

Now showing 1 - 5 of 9
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    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2019-04) RFL Staff
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    Teacher Development in Technology-Enhanced Language Teaching by Jeong Bae Son
    (University of Hawaii National Foreign Language Resource Center, 2019-04) Ceyhun Yükselir
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    Website XReading
    (University of Hawaii National Foreign Language Resource Center, 2019-04) Wilkins, Andrew John
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    The effects of reading bilingual books on vocabulary learning
    (University of Hawaii National Foreign Language Resource Center, 2019-04) Zhang, Zhiying ; Webb, Stuart
    This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
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    Effects of multimodal tasks on students’ critical reading ability and perceptions
    (University of Hawaii National Foreign Language Resource Center, 2019-04) Varaporn, Savika ; Sitthitikul, Pragasit
    This study investigated the effects of multimodal tasks on critical reading ability and perceptions of Thai university students. To compare effects on critical reading ability, students were randomly assigned to experimental and control groups and assessed with pre- and post-critical reading tests. Furthermore, reflective journals and semi-structured interviews were used to gain in-depth information about students’ perceptions towards the multimodal tasks. The findings revealed that the experimental group with the treatment of multimodal tasks outperformed the control group in critical reading test scores. Furthermore, evidence from the reflective journals and semi-structured interviews showed that students generally had a positive perception of the multimodal tasks. The multimodal tasks not only assisted them in proposing critical reading ideas and fostered analytical thinking skills, but also enhanced intrinsic motivation and learning autonomy.