Comparing the effectiveness of study strategies on comprehension, retention, and learning from L2 English texts

This study compared the use of strategies rereading, highlighting, and note-taking on levels comprehension, retention, learning from L2 texts. Nineteen intermediate students English (L2) participated in study. In phase 1, they studied three expository texts English, each with support a different strategy. After reading, answered an immediate recall true/false statements. Phase 2 took place week after comprised delayed recalls critical writing task. Prior to data collection, participants received instruction ensure knew about be worked with. Results pointed rereading as effective strategy comprehension; highlighting was related higher true or false scores. Regarding good performance associated conditions. Thus, effects did not endure tests, providing evidence for ineffectiveness this retention note-taking. task demonstrated that fostered elaborative inferencing, although number explicit text references small. A link between is hypothesized.