Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

Brunfaut, Tineke; Kormos, Judit; Michel, Marije; Ratajczak, Michael

doi:10.1177/0265532221991480

Cited by 6 publications

(4 citation statements)

References 48 publications

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Section: Impact Of Working Memory On L2 Reading Proficiencymentioning

confidence: 99%

“…Working memory denotes the temporary ability used by the learners for storing and controlling a battery of information in the memory during cognitive tasks (Brunfaut et al, 2021). Scholars (e.g., Brunfaut et al, 2021;Sok et al, 2021) indicated the influence of working memory on L2 reading proficiency. They posited that working memory is a multi-componential phenomenon consisting of "a phonological loop" used for processing and storing phonological pieces of information, "a visual-spatial sketchpad" utilized for processing and storing visual and spatial fragments of information, "an episodic buffer" used for storing information in terms of "multidimensional codes" and "episodes", "a central executive" related to update and update information (Brunfaut et al, 2021, p. 4).…”

Section: Impact Of Working Memory On L2 Reading Proficiencymentioning

confidence: 99%

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A Review of Factors Affecting the Acquisition of Second Language Reading Skills

Haider

Shakir

2023

LLR

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Effective reading skills are essential prerequisites for L2 reading proficiency which demand different metacognitive and cognitive skills to deal with the problems before and during the reading. These reading strategies adopted by L2 proficient readers are effective methods to handle the primary factors that influence reading proficiency. Therefore, the current research provided a comprehensive review of factors affecting the acquisition of second-language reading skills. The review consisted of thirty-two research articles related to L2 reading acquisition. The results demonstrated primary factors which impacted the L2 reading skills and a wide range of reading techniques adopted by proficient English language learners to construct meanings from the written text. Finally, it is likely to expect that the review of factors affecting reading skills can provide English language teachers and English language learners with in-depth insights into social and cognitive factors affecting L2 reading literacy.

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Section: Impact Of Working Memory On L2 Reading Proficiencymentioning

confidence: 99%

Section: Impact Of Working Memory On L2 Reading Proficiencymentioning

confidence: 99%

A Review of Factors Affecting the Acquisition of Second Language Reading Skills

Haider

Shakir

2023

LLR

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“…There are three basic tenses in English; past tense, present tense, and future tense. Brunfaut et al (2021) state that language scientists have used the timeline to explain the meanings of the tenses since it is a specific instance of the space-time analogy that has been proven to work. When we talk about the timeline, we're talking about a line (or, more accurately, an ordered set of points) that is unbounded at either end but is divided into three parts: the past, present, and future.…”

Section: Tensesmentioning

confidence: 99%

Native Speaker Interaction with Young Learners in English Class - Hybrid Learning Models

Lestari

Hidayat

Husna

et al. 2022

loquen Engl. stud. j.

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The purpose of this study is to examine a native speaker's interaction with young learners in an English class to determine (1) what types of sentences she used in instructing young learners and (2) what tenses she used in giving instruction and asking questions while teaching young learners in the classroom. The researcher used the qualitative descriptive technique in order to perform the investigation. The information was gathered via class observation, including recording three meetings' worth of teaching and learning activities. After that, the tape was transcribed to analyze the data. The participants were a native English speaker and young learners from grade two primary students. The study's results reveal that the native speaker used various phrase types in her instruction, including simple, compound, complex, and compound-complex sentences. However, the most type of sentence she used is a simple sentence followed by a compound-complex and complex sentence. A minor type of sentence she used is a compound sentence. She also used three distinct tenses during her teaching. They exist in the present, the past, and the future. The most type of tenses she used was present and future tense. She almost rarely used past tense.

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“…Lower levels of CE are more likely to result in reading comprehension problems ( Abu-Rabia, 2003 ; Nicolielo-Carrilho et al, 2018 ; Brunfaut et al, 2021 ; Linares and Pelegrina, 2023 ). However, most previous studies have focused on the role of CE in reading comprehension of phonetic characters, as represented by English.…”

Section: Introductionmentioning

confidence: 99%

The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance?

Gao,

Yang,

et al. 2023

Front. Psychol.

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With the development of educational cognitive neuroscience, language instruction is no longer perceived as mechanical teaching and learning. Individual cognitive proficiency has been found to play a crucial role in language acquisition, particularly in the realm of reading comprehension. The primary objective of this study was to investigate two key aspects: firstly, to assess the predictive effects of the central executive (CE) on the Chinese reading comprehension scores of Chinese primary school students, and secondly, to explore the influence of CE training on the Chinese reading comprehension performance of Chinese primary school students. Chinese primary school students were recruited as participants. Experiment 1 used a Chinese N-back task, a Chinese Stroop task, and a number-pinyin conversion task to investigate the predictive effect of the CE components on Chinese reading comprehension. Experiment 2, based on the results of Experiment 1, used the Chinese character N-back training to explore the influence of updating training on Chinese reading comprehension. The findings from Experiment 1 underscored that CE had a predictive effect on Chinese reading comprehension scores. And updating had a prominent role in it. Experiment 2 revealed that the experimental group exhibited an enhancement in their updating performance following N-back training. Although the reading comprehension performance of the two groups after training did not produce significant differences in total scores, the experimental group showed maintained and higher microscopic reading comprehension scores than the control group in the more difficult post-test. In summary, this study yields two primary conclusions: (1) CE was able to predict Chinese reading comprehension scores. Updating has an important role in prediction. (2) Updating training enhances students’ updating performance and positively influences students’ Chinese microscopic reading comprehension performance.

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Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

Cited by 6 publications

References 48 publications

A Review of Factors Affecting the Acquisition of Second Language Reading Skills

A Review of Factors Affecting the Acquisition of Second Language Reading Skills

Native Speaker Interaction with Young Learners in English Class - Hybrid Learning Models

The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance?

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