The effects of L1 and L2 group discussions on L2 reading comprehension

dc.contributor.authorTurnbull, Blake
dc.contributor.authorEvans, Moyra Sweetnam
dc.date.accessioned2020-05-22T02:25:55Z
dc.date.available2020-05-22T02:25:55Z
dc.date.issued2017-04
dc.description.abstractThe aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners’ reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom.
dc.identifier.doi10125/66731
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66731
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectreading comprehension
dc.subjectcode switching
dc.subjectgroup discussion
dc.subjectfirst language
dc.subjectsecond language
dc.subjectbilingual reading
dc.titleThe effects of L1 and L2 group discussions on L2 reading comprehension
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage154
prism.number1
prism.startingpage133
prism.volume29

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