The International English Language Testing System (IELTS) has served as one of the most reliable proofs of people's English language proficiency. There have been rumors about the discrepancy in difficulty between the two modules of IELTS, namely Academic (AC) and General Training (GT); however, there is little empirical evidence to confirm such a…

The present study is a partial replication of the most widely cited study of lexical coverage and reading comprehension by Hu and Nation (2000). Ninety-four advanced L2 learners read a short story at one of 90%, 95%, 98%, and 100% lexical coverage and then completed a 14-item reading comprehension test. The results showed that although…

A growing number of studies have focused on uncovering linguistic and cognitive skills predictive of reading comprehension. Vocabulary knowledge (VK) and morphological awareness (MA) are two important linguistic variables for reading comprehension. In contrast, working memory (WM) is an essential cognitive variable for reading comprehension. The…

Because of the need to provide fine-grained longitudinal diagnostic feedback, longitudinal cognitive diagnosis is an emerging approach that integrates cross-sectional cognitive diagnosis models (CDM) with longitudinal data analysis techniques. By adopting the generalized longitudinal higher-order log-linear CDM, this study attempted to track the…

This study investigates the effectiveness of translation-based learning in enhancing vocabulary retention, comprehension, and learner confidence across different proficiency levels among English language learners. While the use of translation in language learning has been debated, research on its impact at varying proficiency levels remains…

The current study investigates whether vocabulary breadth, vocabulary depth, and vocabulary fluency contribute differentially to L2 reading and listening comprehension. One hundred and thirty-eight EFL learners first took three vocabulary knowledge tests that measured vocabulary fluency, vocabulary breadth, and vocabulary depth. Subsequently, they…

While existing research has extensively explored the theoretical dimensions of translanguaging, there is a notable gap in empirical studies on its pedagogical applications. Specifically, the combined impact of translanguaging and collaborative techniques like the jigsaw technique on language competencies remains under-researched. This study aimed…

This extension study investigates the relationship between self-regulated learning (SRL) strategies and first language (L1) Chinese and second language (L2) English reading test performance among 190 primary six students in mainland China, building upon the findings by Tse et al. (2022). Confirmatory factor analysis confirmed the acceptable…

The study aimed to investigate the effectiveness and challenges of using monolingual dictionaries among second-year technical students at the Technical Institute of Research in Basrah. The research employed a quasi-experimental design, and the required data was collected from 120 students who were categorized as upper intermediate learners based…

In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in…

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…

While it has been observed that second language learners selectively read information to answer comprehension questions, the amount of textual information required to correctly answer a question remains unclear. This study sought to identify the effects of this strategic reading on reading comprehension performance and explore how proficiency…

Background: Differentiating typical language development (TD) and developmental language disorder (DLD) in a bilingual context is difficult. The societal language is often the only mutual language of the child and the SLT. It has been shown that when assessing second language (L2) performance using tools developed for monolingual children,…

This evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who…

This study examined the effect of mobile-mediated dynamic assessment on reading comprehension and reading fluency skills of Iranian L2 learners. With 50 Iranian L2 learners, randomly assigned to the experimental and control groups, a pretest-posttest control group design was used. Whereas the control group received traditional instructor…