Second Language Reading Research on Passage Content and Gender: Challenges for the Intermediate‐Level Curriculum

Brantmeier, Cindy

doi:10.1111/j.1944-9720.2001.tb02064.x

Cited by 30 publications

(25 citation statements)

References 40 publications

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“…In most universities students in the advanced language courses enroll because they choose to, not because they are obliged to take the course in order to fulfill language requirements. Since we know very little about the advanced levels of language instruction in empirical terms, it is at this stage of acquisition where more L2 reading research is needed (Brantmeier, 2001;Young, 2003). At the advanced language levels of instruction, reading is often an individual act completed outside of the classroom, which underscores the importance of examining individual difference variables (IDVs) involved in the elusive process of L2 reading.…”

Section: Review Of the Literature Levels Of Second Language Instructionmentioning

confidence: 99%

Nonlinguistic Variables in Advanced Second Language Reading: Learners' Self-Assessment and Enjoyment

Brantmeier

2005

Foreign Language Annals

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The present study on second language (L2) reading and individual difference variables (IDVs) examines learners' self‐assessed ability level and enjoyment and the effects of these factors on two different measures of comprehension. The investigation controls for topic familiarity differences by gender and the study utilizes the authentic short story Aniversario by Luis Romero (Virgillo, Friedman, & Valdivieso, 1998). During regular class period, 88 participants from advanced grammar courses completed the following: (a) a questionnaire about general L2 reading abilities and enjoyment, (b) a reading passage, (c) a written recall task, (d) multiple‐choice questions, and (e) a questionnaire concerning topic familiarity. Propositions in the text were analyzed for pausal units and recalls were scored for such units (Bernhardt, 1991). Results revealed that students believed they were satisfactory readers of Spanish and they generally enjoyed reading in Spanish. As predicted, levels of self‐assessed abilities positively correlated with levels of enjoyment. The study yielded significant effects for both self‐assessed ability and enjoyment on written recall (an open‐ended assessment task), but no such effects were found on the multiple‐choice questions (a task including retrieval cues). The study revealed that at the advanced levels of language instruction learners' self‐assessment of their L2 reading ability was quite accurate, in terms of written recall. The findings suggest that the study of the variables self‐assessment and enjoyment, in association with other L2 reading factors such as metacognition, anxiety, and motivation, may contribute to a better understanding of L2 reading comprehension.

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Section: Review Of the Literature Levels Of Second Language Instructionmentioning

confidence: 99%

Nonlinguistic Variables in Advanced Second Language Reading: Learners' Self-Assessment and Enjoyment

Brantmeier

2005

Foreign Language Annals

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“…This, in turn, can have a major contribution to how they (males or females) approach the reading text and how they perform the reading questions. According to Brantmeier (2001), the content of a passage is related to one's achievement in reading. As he stated, men outperform on more science-oriented texts while women gain higher reading scores on subjects related to humanities.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Three Kinds of Reading Strategies on EFL Learners’ Reading Comprehension and Gender Difference Using Think-aloud Protocol

Karizak

Khojasteh

2016

IJALEL

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Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners' reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group) were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group) were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners' reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.

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“…Furthermore, a copious amount of studies have demonstrated that learning tendencies and behavior are reflected in different manners by gender (Tsai & Tsai, ). For instance, Brantmeier () found that gender was a key concern associated with reading comprehension in a group of readers whose reading language was their second language. Moreover, Pae () investigated the effect of gender on EFL reading comprehension, and the results showed that females were in favor of mood/impression/tone items, whereas males preferred logical inference items.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

Zhai

Fang

Dong

et al. 2018

Computer Assisted Learning

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Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online selfdirected learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology.The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.

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Second Language Reading Research on Passage Content and Gender: Challenges for the Intermediate‐Level Curriculum

Cited by 30 publications

References 40 publications

Nonlinguistic Variables in Advanced Second Language Reading: Learners' Self-Assessment and Enjoyment

Nonlinguistic Variables in Advanced Second Language Reading: Learners' Self-Assessment and Enjoyment

The Effect of Three Kinds of Reading Strategies on EFL Learners’ Reading Comprehension and Gender Difference Using Think-aloud Protocol

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

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