The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is known about how teacher academic support influences FSB in L2 writing and whether this relationship is mediated by L2 writing self (ideal and ought-to L2 writing selves). To address the lacunae, this…

Convergent evidence suggests that, for bilingual learners, well-developed morphological awareness in the first or second language may facilitate second language reading comprehension. However, there may be important differences between types of morphological awareness which could affect the degree to which second language reading comprehension is…

This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of…

The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies…

Within the context of Chinese university education, effective communication in the field of second language writing heavily relies on lexical complexity, yet the role of writing feedback perception in relation to lexical complexity remains elusive. This study introduces a comprehensive writing feedback perception model encompassing perceptions of…

Word reading fluency is crucial for early L2 development. Moreover, the practice of digital reading has become increasingly common for both children and adults. Therefore, the current study investigated factors that explain digital word reading fluency in English (L2) among Chinese children from Hong Kong. Eighty-six children (age: M = 9.78, SD =…

English orthography differs from that of other European languages in terms of complexity and regularity. This difference may impact the development of accurate spelling in English, especially when it is learned as a foreign language in school. In this study we wanted to explore spelling development patterns of Spanish speaking children learning…

The feedback-seeking behavior (FSB) framework offers a novel perspective for analyzing second language (L2) learners' proactive agency in processing teacher feedback. While research has identified associations among language mindsets, goal orientations, and FSB in L2 speaking classes, this line of inquiry should be extended to L2 writing education…

Successful reading comprehension--especially in a second language (L2)--relies on the ability to monitor one's comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent…

It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…

While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…

While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and…

Adopting a cognitive perspective, this study examined roles of working memory capacity (WMC), first language (L1) syllogistic inferencing, and second language (L2) linguistic knowledge on literal and inferential understanding of L2 reading comprehension in adolescent L2 learners. Participants were 193 Korean ninth-grade learners of English. The…

Availability of orthography during word learning has been found to facilitate learning the word's spelling and pronunciation and has been proposed to facilitate learning its meaning. This has not been studied in second language (L2) learning yet, in which word learning often corresponds to translation learning. Therefore, an L2 word learning…

This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age…