Turnbull, BlakeEvans, Moyra Sweetnam2020-05-222020-05-222017-041539-0578http://hdl.handle.net/10125/66731The 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.reading comprehensioncode switchinggroup discussionfirst languagesecond languagebilingual readingArticle10125/66731