Year: 2012
Type: article
Abstract: This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining, answering embedded questions, and reading only. All three groups produced written recalls immediately after reading as well as one week later. The results indicated no significant differences related to task types. However, a main effect for text type effect was shown only on the immediate recall of main ideas: More main ideas were recalled for the narrative text than for the expository text. Text type effects became more prominent in the delayed recalls. The content analysis of prototypical recalls suggested qualitative differences between task types and possible interactions between task types and text types.
Source: Reading in a Foreign Language
DOI: 10.64152/10125/66671
Author: Mami Yoshida
Institution: Kyoto University of Foreign Studies
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2112415434