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Perceived Book Difficulty and Pleasure Experiences as Flow in Extensive Reading
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Arai, Yuya. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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Role of EFL Learners’ Perceptions of Task Difficulty in Complexity, Accuracy and Fluency: An Exploratory Case Study
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 123-142 (2022)
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ТРУДНОСТИ ИЗУЧЕНИИ РУССКИХ ГЛАГОЛОВ ДВИЖЕНИЯ НОСИТЕЛЯМИ КИТАЙСКОГО ЯЗЫКА ... : DIFFICULTIES OF LEARNING RUSSIAN VERBS OF MOTION BY THE SPEAKERS OF THE CHINESE LANGUAGE ...
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ТРУДНОСТИ ИЗУЧЕНИЯ РУССКИХ ПРИЛАГАТЕЛЬНЫХ СО ЗНАЧЕНИЕМ «ЧЕРТЫ ХАРАКТЕРА» ИНОФОНАМИ ... : DIFFICULTIES OF LEARNING RUSSIAN APPENDICES WITH THE VALUE OF «CHARACTER FEATURES» BY INOPHONES ...
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Cognitively Driven Arabic Text Readability Assessment Using Eye-Tracking
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In: Applied Sciences ; Volume 11 ; Issue 18 (2021)
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Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
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Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
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Terminology as a source of difficulty in translating international legal discourses: an empirical cross-genre study
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In: ISSN: 2364-883X ; International Journal of Legal Discourse, Vol. 6, No 2 (2021) pp. 155-179 (2021)
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Text difficulty in extensive reading: Reading comprehension and reading motivation
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Abstract:
This study investigates the effects of the text difficulty of extensive reading materials on the reading comprehension and reading motivation of English as a foreign language (EFL) vocational high school students in Taiwan. Two experimental groups were assigned, on an individual basis, to read graded readers at either one level below (‘i-1’) or one level beyond (‘i+1’) their current level, while a control group followed their regular curriculum. The results showed that after treatment, the ‘i-1’ group improved their overall comprehension and the subset of literal comprehension. They also outperformed the ‘i+1’ group on the same measures. For reading motivation, the ‘i+1’ group’s overall motivation was promoted. Both groups enhanced their reading engagement, while only the ‘i-1’ group inhibited reading avoidance. Moreover, the ‘i+1’ group outperformed the ‘i-1’ group in the perception of self-efficacy. Overall, the ‘i-1’ level yielded better effects on reading comprehension; the ‘i+1’ level, on reading motivation.
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Keyword:
extensive reading; foreign language reading; reading comprehension; reading motivation; text difficulty
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URL: http://hdl.handle.net/10125/67394
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How L2 English children deal with the semantic and syntactic dimension of phrasal verbs
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Learning New Words from TED Talks: Strategic use of L1 subtitles and L2 captions
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In: Electronic Thesis and Dissertation Repository (2021)
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Let’s be sensitive: social signals in human-computer interaction
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A race to remember: the effect of prospective memory task difficulty in incidental learning ; Uma corrida a lembrar: o efeito da dificuldade da tarefa de memória prospetiva na aprendizagem incidental
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Learner Difficulties and Strategy Choice when Learning to Read in a Genetically Related Language: The Case of a Ukrainian Language Learner ...
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Lee, Yan-Yi. - : Apollo - University of Cambridge Repository, 2020
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Λογισμικό προσδιορισμού επιπέδου γλωσσομάθειας και μέτρησης δυσκολίας τεστ γλωσσομάθειας ...
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臺灣國中生英語閱讀困難及策略使用之研究 ; A Study on Taiwanese Junior High School Students’ Difficulties and Strategy-use in Reading English
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