Abstract The present study is an attempt to investigate the relationship between cohesive readability of expository texts and reading comprehension in EFL students with different proficiency levels. One hundred students formed the participant of this study. They were undergraduate students majoring in English at University of Isfahan. To collect the relevant data, participants were divide...

This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated (ARR), and Traditional (TR) instructions integrated into an EFL reading program on comprehension, silent rate, motivation, attitudes toward reading, by also addressing potential effect proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week was con...

The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found statistically significant evidence for PCA skills a...

Abstract The present study is an attempt to investigate the relationship between cohesive readability of expository texts and reading comprehension in EFL students with different proficiency levels. One hundred students formed the participant of this study. They were undergraduate students majoring in English at University of Isfahan. To collect the relevant data, participants were divide...

The current pretest-posttest quasi-experimental study sought, firstly, to examine the effect of employing flipped language teaching techniques on EFL learners' text comprehension and, secondly, to explore whether there was any significant interaction between the flipped classroom approach and EFL learners’ proficiency level. To this end, 65 male and female EFL learners were conveniently selecte...

Title of Document: VALIDATING A THEORY-BASED MODEL OF L2 READING COMPREHENSION: RELATIVE CONTRIBUTIONS OF CONTENT-SPECIFIC SCHEMATIC KNOWLEDGE AND L2 VOCABULARY KNOWLEDGE TO COMPREHENDING A SCIENCE TEXT Eunjou Oh, Ph.D., 2010 Directed By: Professor Peter Afflerbach, Department of Curriculum and Instruction Professor Robert Mislevy, Department of Measurement, Statistics, and Evaluation The study...

This mixed-methods study aimed at investigating the effects of a gadget-based Internet multimedia extensive reading program on promoting language proficiency. In so doing, a pretest-posttest design was applied in the quantitative phase to comparatively analyze outcomes of three classes of college-level EFL learners (two experimental groups and one control, each including 30 university students)...

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning goals. With this in mind, in this study we investigated whether training English as a Foreign Language (EFL) learners on the basis of a Self-regulated Learning (SRL) model improved their literal and critical reading co...

This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining, answering embedded questions, and reading only. All thr...

Since  an  important  role  for  working  memory  has  been  found  in  the  first  language acquisition  (e.g.,  Daneman,  1991;  Daneman  &  Green,  1986;  Waters  &  Caplan,  1996), research  on  the  role  of  working  memory  is  emerging  as  an  area  of  concern  for  second language  acquisition  (e.g.,  Atkins  &  Baddeley,  1998;  Miyake  &  Freidman,  1998; Robinson,  1995,  2002,  ...