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The Interplay between English Proficiency and Reading Strategy Use in English Reading: Validating the Linguistic Threshold Hypothesis and the Interactive-Compensatory Model
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Chen, Po-Hsuan – Taiwan Journal of TESOL, 2020
The present study attempted to validate the linguistic threshold hypothesis (LTH) and the interactive-compensatory model (ICM) in an English as a foreign language (EFL) setting by assessing the relative contributions of English proficiency and reading strategy use to English reading and examining the mutual compensation between these two factors…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Reading Strategies
The Effect of Ambiguity Tolerance on Learning English with Computer-Mediated Dictionaries
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Chang, You-Hsuan – Computer Assisted Language Learning, 2020
In foreign language learning, computer-mediated dictionaries are among the most popular tools, and ambiguity tolerance (AT) is a key impact factor. However, few studies have focused on the effects of AT on computer-mediated dictionary-assisted English learning. To fill this gap, the current study explored the differences between two groups (a high…
Descriptors: Ambiguity (Semantics), Dictionaries, Second Language Learning, Second Language Instruction