the present study investigated any probable relationship between theidentity processing styles and l2 literacy of advanced persian efl learners. theparticipants included 160 (female = 109, male = 51) advanced efl iranian learners.the instruments used included a simulation of the toefl ibt test, measuring theparticipants’ l2 literacy-related proficiency, reading, and writing, and the identitysty...

This study examined the interrelationships of first language (L1) literacy, second language (L2) proficiency, and L2 reading comprehension with 246 Chinese college students learning English. L1 literacy and L2 proficiency were measured with college admission exams in Chinese and English. L2 reading comprehension was measured with the reading comprehension section of a TOEFL and a researcher-dev...

The present study investigated any probable relationship between theidentity processing styles and L2 literacy of advanced Persian EFL learners. Theparticipants included 160 (female = 109, male = 51) advanced EFL Iranian learners.The instruments used included a simulation of the TOEFL iBT test, measuring theparticipants’ L2 literacy-related proficiency, reading, and writing, and the identitysty...

Research on spoken language bilinguals has shown that there is a significant relationship between socioeconomic status (SES) and literacy outcomes. The mechanism of SES as a predictor of literacy success has two competing explanations. One assumes a direct impact of SES on literacy through expanded opportunities to read and better maternal mediation of literacy activities; the other assumes an ...

The emerging importance of Second Language (L2) Digital Literacy within English as a Foreign Language (EFL) in Korea is becoming apparent. This is likely to evolve to where L2 Digital Literacy becomes regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS) are rapidly being adopted worldwide for distance education,...

The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslex...

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 t...

Second language (L2) reading serves dual roles in L2 learning – both as a literacy skill for comprehension and as a source of L2 input (Eskey, 2005; Grabe, 1991). However, L2 reading researchers have traditionally focused on either one of the two dimensions at a time, with the other largely unattended, as is reflected in the discrepancies between literacy-oriented research and language-oriented...

The DigLIn project aims at providing concrete solutions for adult literacy students by developing and testing L2 literacy acquisition material in four different languages and by employing Automatic Speech Recognition (ASR) to analyse the learner’s read speech output and provide feedback. We develop the technology, design sample exercises for different languages (Dutch, English, German and Finni...

The practice of developing and testing second language (L2) reading must follow as clear an understanding of this skill as possible, and such an understanding must be a result of rigorous research, both theoretical and empirical. Comparisons have been made between applied linguistic research on L2 reading and cognitive psychological research on L1 reading, both of which directly or indirectly c...