ERIC Number: EJ1418142
Record Type: Journal
Publication Date: 2024
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1539-0578
The Effects of Strategic Adjunct Questions on L2 Reading and Strategy Use
Yanjie Li; Cindy Brantmeier; Yanming Gao; Mike Strube
Reading in a Foreign Language, v36 n1 2024
This experimental study examined the effect of answering strategic adjunct questions (AQs) on L2 reading comprehension and strategy use. Participants were 124 Chinese intermediate advanced EFL learners from a large public university in China. Of them, 24 and 100 participated in the pilot study and formal study, respectively. Participants read two expository texts under either condition (with or without strategic Aqs) and completed three comprehension tasks: free written recall, sentence completion, and multiple-choice. Additionally, participants completed an automated Operation Span Task, a demographic questionnaire, a topic familiarity questionnaire, and a reading strategy survey. In the end, participants' perspectives on strategic Aqs were obtained. This study features a repeated measures design. Paired sample t-test, Pearson correlation, and regression were used for data analysis. Overall, the data revealed a potentially valuable contribution of higher-order Aqs to L2 reading comprehension and strategies use.
Descriptors: Second Language Learning, Second Language Instruction, Questioning Techniques, Reading Strategies, Reading Comprehension, Comparative Analysis, State Universities, Recall (Psychology), Task Analysis, Undergraduate Students, English (Second Language), Foreign Countries, Reading Processes, Student Attitudes, Familiarity, Correlation, Multiple Choice Tests
National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A