Levels of Representation in L2 Reading Comprehension: Effects of L2 Proficiency, Prior Knowledge, and L1 Reading Skills

2014 ◽  
Vol 21 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Young-Geun Lee ◽  
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Reading Skills ◽  
L2 Proficiency ◽  
L2 Reading ◽  
L2 Reading Comprehension

The Effect of Perceived Interest and Prior Knowledge on L2 Reading Comprehension via Several Assessment Methods in a Higher Education Context

2019 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Ana Cristina Lahuerta Martínez
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Multiple Choice ◽  
Assessment Method ◽  
Multiple Choice Questions ◽  
L2 Reading ◽  
Assessment Tasks ◽  
Written Recall ◽  
The Relationship ◽  
L2 Reading Comprehension

The aim of the present study is to examine the effect of perceived interest and prior knowledge on EFL reading comprehension. Participants were 227 undergraduates with advanced competence in English. With respect to the method, participants had to read a 450-word text entitled Wales. After that, they had to complete a Perceived Interest Questionnaire (PIQ), which consisted of 9 items and two assessment tasks: a written recall and a multiple choice task. The results of our study show the significant effect of perceived interest and prior knowledge on L2 reading comprehension. Thus, comprehension assessed via written recall and multiple choice questions had higher scores when readers read texts related to their interests. Besides, prior knowledge had a positive effect on the reader’s comprehension irrespective of the assessment method used. This study concludes that different assessment tasks may be crucial factors that affect the relationship between factors like interest and prior knowledge, and L2 reading comprehension.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

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