Volume 31, No. 2

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https://hdl.handle.net/10125/68082

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Now showing 1 - 10 of 13
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    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2019-10) RFL Staff
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    Readings on L2 reading: Publications in other venues 2018–2019
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Harris, Shenika ; Cavnar, Tim ; Dolosic, Haley
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    On reading Harry Potter in French
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Macalister, John
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    Why might children’s literature be difficult for non-native speakers of English?
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Webb, Stuart ; Macalister, John
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    Is children’s literature as hard as scholarly articles about children’s literature? A comment on Macalister and Webb (2019)
    (University of Hawaii National Foreign Language Resource Center, 2019-10) McQuillan, Jeff
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    Response to Aka: Supplementing extensive reading with bi- & multi-modal input
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Stephens, Meredith
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    Selective attention of L2 learners in task-based reading online
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Prichard, Caleb ; Atkins, Andrew
    Selective attention to task-relevant content is an essential strategy for readers. There is evidence that proficient readers more often consider their purpose and focus attention selectively. However, eye tracking research has revealed several limitations with survey data on reading strategies, and few second language (L2) reading studies have explicitly examined selective attention. This study includes two experiments utilizing eye tracking to determine how Japanese university-aged learners read an online text to research specific information. The first experiment evaluates the reading strategies of the participants and examines the effect on task performance. The second experiment investigates the effect of strategy training. The eye tracking results in experiment one suggested that many participants did not display strategic competence. Selective attention and the number of reading strategies identified in the data correlated with task-performance. The second experiment revealed that strategy training increased the use of selective attention and improved task performance.
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    Reading anxiety scales: Do they measure the same construct?
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Mikami, Hitoshi
    This article discusses the interchangeability of three self-report measures for reading anxiety. Despite their differences in target constructs, the three scales have been used for similar lines of research. After computing shared variance between the target scales and examining the behavior of anxiety indexes in relation to the amount of graded reading and reading comprehension performance, the author reaches the conclusion that each of the three scales should be treated as a unique research tool (i.e., the scales are non-interchangeable with one another). The overall results also suggest the utility of each reading anxiety scale in educational research and practice.
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    Pedagogical effects of teaching test-taking strategies to EFL college students
    (University of Hawaii National Foreign Language Resource Center, 2019-10) Lee, Jia-Ying
    This study, an 18-week comparative experiment, examined the effects of instruction in test-taking strategy in English as a foreign language reading class. It involved an experimental group (68 students) taught test-taking strategies and a control group (66 students) that did not receive the instruction. Various means were used to investigate the pedagogical efficacy of the instruction of test-taking strategies. First, standardized reading tests revealed both groups’ reading comprehension performance for comparison before and after the experiment. Second, the effects of test-taking strategies on the experimental group were surveyed before and after the intervention. Third, the experimental group discussed perceptions regarding the intervention. Results show that the experimental group significantly outperformed the control group in the reading tests, had significantly better test-taking strategies, and strongly endorsed the usefulness of the instruction in test-taking strategy. This paper concludes with recommendations for teaching test-taking strategies to empower students to tackle reading tests.