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Jian Xu; Yabing Wang – Reading and Writing: An Interdisciplinary Journal, 2024
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…
Descriptors: Second Language Learning, Second Language Instruction, Learning Strategies, Writing Strategies
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Skar, Gustaf B.; Lei, Pui-Wa; Graham, Steve; Aasen, Arne Johannes; Johansen, Marita Byberg; Kvistad, Anne Holten – Reading and Writing: An Interdisciplinary Journal, 2022
Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique…
Descriptors: Handwriting, Second Language Learning, Native Language, Elementary School Students
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Yang, Shuyi – Reading and Writing: An Interdisciplinary Journal, 2021
The present study examined the components of oral reading fluency (ORF) via various indices and their relationships with comprehension and learner-perceived difficulty of oral reading among Chinese second language (L2) learners. One hundred participants read aloud paragraphs, completed the comprehension test, and rated the difficulty of the oral…
Descriptors: Reading Fluency, Reading Comprehension, Second Language Learning, Chinese
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Sarid, Miriam; Peled, Yehuda; Vaknin-Nusbaum, Vered – Reading and Writing: An Interdisciplinary Journal, 2021
Though essay writing is an essential part of postsecondary education, it can be challenging for second language learners, who are required to organize ideas coherently in a language which they have not fully mastered. The present study examined perceptions of draft-writing by students who speak Arabic as their first language and Hebrew as their…
Descriptors: Correlation, College Students, Student Attitudes, Electronic Learning
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Rahimi, Muhammad; Zhang, Lawrence Jun – Reading and Writing: An Interdisciplinary Journal, 2019
This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper-intermediate L2 learners were invited to write simple and complex…
Descriptors: Second Language Learning, Writing (Composition), Student Motivation, Anxiety
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Li, Jui-Teng; Tong, Fuhui – Reading and Writing: An Interdisciplinary Journal, 2019
In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new…
Descriptors: Vocabulary Development, Instructional Materials, Student Attitudes, Second Language Learning
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Jang, Younie; Lee, Junkyu – Reading and Writing: An Interdisciplinary Journal, 2019
Despite awareness of the important role of motivation in second/foreign language (L2) learning, a thorough investigation into the motivational influence on the L2 writing processes and products has been neglected. In an attempt to fill this research gap, the present study explored the effects of different types of L2 self-related motivation (ideal…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Writing Processes
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Frid, Bailey; Friesen, Deanna C. – Reading and Writing: An Interdisciplinary Journal, 2020
Reading comprehension performance is predicted by decoding skill and linguistic comprehension (e.g., Hoover & Gough, 1990; Joshi & Aaron, 2012; Scarborough, 2001). However, the type of strategies that readers recruit to build a discourse should also contribute to success in first and second language reading comprehension. Sixty-six French…
Descriptors: Reading Comprehension, Reading Strategies, French, Immersion Programs
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Lee, Juhee – Reading and Writing: An Interdisciplinary Journal, 2020
This study examines the relative contributions of linguistic and affective variables to writing performance among students learning English as a foreign language (EFL) in South Korea. In total, 270 middle school students completed four language tests assessing their reading comprehension, grammar knowledge, and descriptive and argumentative…
Descriptors: Middle School Students, Structural Equation Models, English (Second Language), Second Language Learning
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Kahn-Horwitz, Janina – Reading and Writing: An Interdisciplinary Journal, 2015
English foreign language (EFL) literacy achievement is a major challenge for EFL pupils in Israel. To better understand this challenge, this study used a quantitative approach to examine differences between experienced and preservice EFL teachers' content knowledge of the English orthography and the impact of a semester course on this knowledge. A…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Statistical Analysis
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Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2014
Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text…
Descriptors: Bilingualism, High School Students, Reading Aloud to Others, United States History
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Rahimi, Mohammad – Reading and Writing: An Interdisciplinary Journal, 2009
The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students' mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors (N = 56) over a period of four months: one with indirect grammar feedback and the other with…
Descriptors: Feedback (Response), Error Correction, Majors (Students), Role