In an age when demand for innovative and motivating language teaching methodologies is at a very high level, TREAT the Trilingual REAding Tutor combines the most advanced natural language processing (NLP) techniques with the latest second and third language acquisition (SLA/TLA), as well as computer-assisted language learning (CALL) research in an intuitive and user-friendly environment that ha...

Using the self-paced reading paradigm, the present study examines whether highly proficient second language (L2) speakers of German (English first language) use case-marking information during the on-line comprehension of unambiguous wh-extractions, even when task demands do not draw explicit attention to this morphosyntactic feature in German. Results support previous findings, in that both th...

Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy reading. Its comprehension has been inconclusive due to the lack of on relationship among attention, cognitive load and L2 comprehension, with possibility that synchronous auditory input lessens attention visual input. We present study 4...

Functional magnetic resonance imaging (fMRI) was used to compare brain activation from Japanese readers reading hiragana (syllabic) and kanji (logographic) sentences, and English as a second language (L2). Kanji showed more activation than hiragana in right-hemisphere occipito-temporal lobe areas associated with visuospatial processing; hiragana, in turn, showed more activation than kanji in ar...

This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativi...

The nature of second language (L2) reading ability is extremely complex and its components are yet to be agreed upon. The current study hypothesized that L2 reading ability consists of (1) reading for literal meaning (LIT), (2) reading for implied meaning with endophoric reference (IMP-EN), and (3) reading for implied meaning with exophoric reference (IMP-EX). In addition, different reading pas...

It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' ...

Reading comprehension is one of the core learning abilities that plenty learners struggle with. Being an active process reading and extracting meaning from text, this cognitive skill requires effective use strategic processes. To help perform better in comprehension, action research, which aims to identify effects metacognitive strategies on level thirty-three Grade-7 L2 learners, was conducted...