Preparing English as a foreign language (EFL) students for final exams and language exams has become more and more significant in secondary education. However, those students who continue their studies as English majors have to live up to new expectations and rise to different challenges such as reading and discussing literary texts written in…

Purpose: Early literacy skills are key indicators of future reading development for young dual language learners (DLLs). Additionally, emerging evidence indicates that young children's executive function (EF) skills are uniquely associated with elementary school reading outcomes (Ribner et al., 2017). Therefore, the purpose of this pilot study was…

The effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…

Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim: The aim of this article is to determine the role of explicit teaching…

Although sociocultural theory has aroused researchers' interest in investigating the social role in language learning, few studies have investigated the possible effect of sociocultural-based teaching approaches on reading comprehension and ways to increase learners' strategic reading repertoire. This study employs dynamic assessment (DA), a…

The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from…

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online…

Using metacognitive strategies to enhance EFL reading comprehension is well-established, but it remains unclear how strategy use may differ according to individual reader characteristics like gender and reading ability. To address this limitation in the literature, 137 Chinese EFL university students completed a reading comprehension task and the…

Reading is perhaps the most important skill for second language learners in academic contexts (Grabe, 2014; Lynch & Hudson, 1991). The need to be able to read in English is especially felt at the tertiary level where most of the academic sources are in English. Yet, Reading is one of the skills that learners often find extremely difficult…

This study explores the key challenges encountered in the implementation of extensive reading in the Thai context. The samples were 400 Thai students and teachers who were already familiar with the concept of ER. The participants' opinions, thoughts, and beliefs about the implementation of ER were also gathered through surveys and semi-structured…

Volition helps students who are in the reading process to achieve their objectives. It converts their motivation into actual actions they need to undergo to reach the predetermined goals. Such actions may include the use of strategies, whether to manage their cognition, emotions, or distractions, that may elevate their reading comprehension and…

This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading…

Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first…

The scientific knowledge related to online reading dispositions and factors affecting the occurrence of these dispositions is limited. Therefore, this treatise aims at studying the impact of metacognitive online reading strategies on online reading dispositions. To achieve this goal, the mixed method was employed using questionnaires and…

Metacognition, often used as a component of reading strategy instruction, has two dimensions - knowledge about cognition and regulation of cognition. Though many studies explore the connection between metacognitive strategies and development of reading comprehension abilities, not many examine how the two dimensions of metacognition interact to…