Though many previous studies have examined about authentic materials or jigsaw activity for reading classroom, it is still lack of study integrating the in a virtual classroom context. To fill this gap, case investigated English as Foreign Language (EFL) students’ engagement with texts. Drawing data from observation and interview four volunteer secondary students, was found that students partic...

We present an intelligent tutoring system called REAP that provides reader-specific lexical practice for improved reading comprehension. REAP offers individualized practice to students by presenting authentic and appropriate reading materials selected automatically from the web. We encountered a number of challenges that must be met in order for the system to be effective in a classroom setting...

Nation (2006) has calculated that second language (L2) learners require much more vocabulary than previously thought to be functional with language (e.g., 8,000–9,000 word families to read independently). This level is far beyond the highest graded reader, and would be difficult to explicitly teach. One way for learners to be exposed to midfrequency vocabulary is to read authentic materials. Th...

This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs reported linear effects of text type on reading tim...

In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of has been used as an indicator quality classroom activities. However, this article offers analysis concept in research literature and shows that is less clear than commonly assumed. For instance, descriptions definitions offered are very heterogeneous even within particula...

Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real-life cases developed as support materials for learners undertaking a major ...