Motivational and Strategic Profiles of EFL University Learners as Predictors of L2 Reading Proficiency

2017 ◽  
Vol 83 ◽  
pp. 373-399
Author(s):  
Yuah V. Chon
Keyword(s):  
Reading Proficiency ◽  
L2 Reading

scholarly journals Personality Types and L2 Reading: correlation between University Students MBTI Profiles and Reading Proficiency

2021 ◽  
Vol 25 ◽  
pp. 429-446
Author(s):  
Khaoula Medjedel
Keyword(s):  
Language Learning ◽  
Reading Proficiency ◽  
Personality Types ◽  
Male Students ◽  
Myers Briggs Type Indicator ◽  
Reading Tests ◽  
L2 Reading ◽  
Type Indicator ◽  
Considerable Impact ◽  
College Of Business

Personality types have a considerable impact on our understanding of the outer world, perception and energy. Personality influence on language learning and proficiency, however, is controversial. This study demonstrates the relationship between the Myers-Briggs Type Indicator (MBTI) profiles and L2 reading proficiency of L1 Arab undergraduates. First, learners' reading proficiency levels were associated with their Introversion/Extraversion preferences. Then, function pairs of both introverts and extraverts that contributes to the highest score of L2 reading proficiency were determined. As most reading tests are based on choice, it is very logical to consider the MBTI function pairs as they represent the mental functions used for decision-making and information gathering. Fifty (50) Arab male students from the College of Business Administration (Saudi Arabia) were randomly selected. Two instruments were used to collect data; MBTI as a personality instrument, and TOEIC Bridge as a reading test. Findings showed a lack of statistically significant relationship between Introversion/Extraversion and L2 reading proficiency. Yet, Intuitive personalities (NT/NF) preferences achieved higher scores in the TOEIC Bridge compared to their counterparts of the Sensing personalities (ST/SF). Personality types have undoubted influence on our lifestyle and attitudes. Yet, considering personality as a weighty factor in language learning and proficiency is still debatable.

scholarly journals RETROSPECTIVE AND CURRENT LEVELS OF SELF-EFFICACY IN JAPANESE LEARNERS

2016 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Lance Paul Burrows
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Reading Proficiency ◽  
L2 Reading ◽  
Wide Range ◽  
Significant Difference ◽  
Human Functioning ◽  
Quasi Experimental ◽  
Japanese Learners ◽  
Past Experiences

<p>Self-efficacy is the strength of expectations individuals maintain about their ability to successfully perform a behavior. As such, researchers from many fields (e.g., educational psychology, health, medicine) have employed self-efficacy to predict and describe a wide range of human functioning. However, relatively few studies in second language (L2) reading have investigated the relationship between reading self-efficacy and proficiency, and those that have tend to suffer from design flaws and/or problems with analyses. Furthermore, no studies have explored the effects that past experiences seem to have on current levels of reading self-efficacy. In order to address this lack of empirical research, this quasi-experimental study was conducted to investigate how participants’ retrospective ratings of reading self-efficacy related to current levels, and how those current levels, in turn, relate to reading proficiency. The participants, all of whom were non-English majors, consisted of 322 first- and second-year Japanese university students, ages 18 to 20. Data to examine retrospective self-efficacy was collected through the sources of reading self-efficacy questionnaire and TOEIC reading scores were utilized for the reading proficiency variable. The results suggest that the retrospective ratings of self-efficacy in junior high and high school are closely related to the participants’ current levels of reading self-efficacy. The results from an ANOVA also showed a statistically significant difference in reading performance between those with high reading selfefficacy and those with low reading self-efficacy. The results demonstrate how important past levels of self-efficacy can be on learners’ current levels of self-efficacy; therefore providing students in the EFL classroom with achievable activities and opportunities to cultivate their self-efficacy would be indicated. Further research is necessary to determine specific ways in which teachers may help foster a stronger sense of self-efficacy in EFL learners.</p>

HOW INVOLVED ARE AMERICAN L2 LEARNERS OF SPANISH IN LEXICAL INPUT PROCESSING TASKS DURING READING?

2009 ◽  
Vol 31 (1) ◽  
pp. 31-58 ◽  
Author(s):  
Diana Pulido
Keyword(s):  
Episodic Memory ◽  
Repeated Measures ◽  
Reading Proficiency ◽  
Background Knowledge ◽  
Verification Task ◽  
Cross Sectional ◽  
L2 Reading ◽  
Repeated Measures Design ◽  
Input Processing ◽  
L2 Learners

This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional allocation during target word (TW) verification (evaluation), TW episodic memory after verification, TW retention, and changes in lexical input processing. This study also addresses the relationships between inferencing and retention as well as the relationships among the various phases of lexical input processing. A questionnaire on self-reported strategy use during the TW verification task was designed to examine motivation and cognitive involvement. A repeated-measures design was used with a cross-sectional sample of 35 adult L2 learners of Spanish. Participants read narratives (one more and one less familiar) that contained nonsense words. They guessed the meanings of the TWs. After reading all of the stories, participants completed an online inference verification task whose goal was to confirm or to correct guesses and to encourage deeper processing of TWs. This was followed by a test of TW episodic memory (yes/no verification) and a strategy questionnaire. Afterward, participants completed two tests that measured receptive retention of meaning. Analyses reveal differential effects of the reader-based variables across the different aspects of lexical input processing and negative changes in lexical input processing due to an interaction between reading proficiency and background knowledge. Results illustrate how reader-based factors also affect learner involvement and lexical input processing.

Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach

2020 ◽  
Vol 37 (3) ◽  
pp. 389-411 ◽  
Author(s):  
Stuart McLean ◽  
Jeffrey Stewart ◽  
Aaron Olaf Batty
Keyword(s):  
Reading Proficiency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Reading Scores ◽  
L2 Reading ◽  
Test Items ◽  
Vocabulary Recall ◽  
Relationship Of ◽  
Vocabulary Recognition ◽  
General Service

Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively little research regarding which modalities of vocabulary knowledge have the strongest correlations to reading proficiency, and observed differences have often been statistically non-significant. The present research employs a bootstrapping approach to reach a clearer understanding of relationships between various modalities of vocabulary knowledge to reading proficiency. Test-takers ( N = 103) answered 1000 vocabulary test items spanning the third 1000 most frequent English words in the New General Service List corpus (Browne, Culligan, & Phillips, 2013). Items were answered under four modalities: Yes/No checklists, form recall, meaning recall, and meaning recognition. These pools of test items were then sampled with replacement to create 1000 simulated tests ranging in length from five to 200 items and the results were correlated to the Test of English for International Communication (TOEIC®) Reading scores. For all examined test lengths, meaning-recall vocabulary tests had the highest average correlations to reading proficiency, followed by form-recall vocabulary tests. The results indicated that tests of vocabulary recall are stronger predictors of reading proficiency than tests of vocabulary recognition, despite the theoretically closer relationship of vocabulary recognition to reading.

scholarly journals Phonological Short-term Memory’s Contribution to the L2 Reading Proficiency of Japanese EFL Learners

2021 ◽  
Vol 43 (2) ◽  
pp. 167
Author(s):  
Akiko Kondo
Keyword(s):  
English Language ◽  
Short Term Memory ◽  
Digit Span ◽  
Reading Proficiency ◽  
Positive Influence ◽  
Short Term ◽  
L2 Reading ◽  
Efl Learners ◽  
Positive Effects ◽  
Span Test

This study investigated whether phonological short-term memory (PSTM) capacity has a significant relationship with the reading proficiency of Japanese English as a Foreign Language (EFL) learners, and the degree to which PSTM capacity contributes to L2 reading proficiency. For this purpose, the PSTM of 208 Japanese university students majoring in education and engineering was measured using an L1-based digit span test and an L1-based pseudoword span test, and reading proficiency was examined with a reading section of a standardized English proficiency test (Visualizing English Language Competency Test). The results of the regression analyses revealed that PSTM had significant positive effects on L2 reading, including its subcomponents. The study demonstrates the positive influence of PSTM on L2 reading proficiency, which previous studies have failed to do and provides insight into our understanding of the effects of PSTM on L2 reading proficiency. 本研究は、日本人英語学習者のリーディング力に、言語適性の一つである音韻的短期記憶力が与えている影響を調査することを目的に実施した。工学と教育学を専攻とする日本人大学生208名を対象に実験を実施した。実験参加者の音韻的短期記憶力は、日本語の数字暗証課題と非単語暗唱課題で、そして英語のリーディング力は語彙、文法、読解のセクションで構成されるVELCテストで測定した。各テストスコアを回帰分析によって検査したところ、音韻的短期記憶力は日本人英語学習者の英語のリーディング力に有意な影響を与えていることが示された。本研究は、先行研究ではまだ十分に調査がなされていない外国語のリーディング力の個人差要因としての音韻的短期記憶力の影響の理解に貢献できるものである。

Sign in / Sign up

Export Citation Format

Share Document