Text Processing and Memory in EFL Reading: The Role of Relevance Instructions

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dc.contributor.authorKimura, Yukino
dc.date.accessioned2022-04-19T00:27:41Z
dc.date.available2022-04-19T00:27:41Z
dc.date.issued2022-04-15
dc.description.abstractThis study examined the effects of relevance instructions on English as a foreign language (EFL) readers’ text processing and memories. The participants were randomly assigned to one of two conditions: the experimental condition, where they read texts to identify a specific category of information, and the control condition, where they read texts just for general comprehension. They read two expository texts that differed in difficulty, and the sentence-by-sentence reading times were recorded. The results demonstrated that relevance instructions induced readers to pay additional attention to relevant information, leading to better text recall. However, it was suggested that the size of relevance effects in the easy text was larger than those in the difficult text. The study discussed why the impact of relevance instructions depends on text factors and demonstrated that certain effects of relevance instructions are specific to EFL readers.
dc.identifier.citationKimura, Y. (2022). Text processing and memory in EFL reading: The role of relevance instruction. Reading in a Foreign Language, 34(1), 41-61. http://hdl.handle.net/10125/67412
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/67412
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectrelevance instructions
dc.subjectreading goal
dc.subjecttext processing
dc.subjecttext memory
dc.subjectexpository texts
dc.titleText Processing and Memory in EFL Reading: The Role of Relevance Instructions
dc.typeArticle
dc.type.dcmiText
prism.endingpage61
prism.number1
prism.publicationnameReading in a Foreign Language
prism.startingpage41
prism.volume34

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