Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use

Afsharrad, Mohammad; Benis, Aram Reza Sadeghi

doi:10.1080/13670050.2015.1037238

Cited by 14 publications

(13 citation statements)

References 55 publications

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“…The more positive attitude of females toward reading causes them to read more (Bügel and Buunk 1996;Lee and Schallert 2014;Li et al 2014). A similar conclusion, that girls are better than boys on reading tests because of their better attitude and higher motivation toward reading, was drawn by other researchers on the basis of various tests in elementary schools (Diamond and Onwuegbuzie 2001;Cloer and Dalton 2001;Tse et al 2006), middle school and high school (Lee and Schallert 2014;Piasecka 2010), as well as among adults (Afsharrad and Sadeghi Benis 2015).…”

Section: Motivation and Attitudesmentioning

confidence: 55%

Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test

2019

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This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect “real” differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languages. Male participants outscored female participants, possibly due to the multiple-choice format and to the fact that most gender-biased questions favored men rather than women. Finally, our analysis process yielded only seven items out of 228 as showing gender DIF, which is much lower than the numbers reported in the literature for ESL tests. This low figure suggests that the high number of gender-related DIF items reported in previous research might be attributed to the use of DIF detecting methods that do not take into account artificial DIF stemming from the cross-contamination of test items.

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Section: Motivation and Attitudesmentioning

confidence: 55%

Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test

2019

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“…Therefore, the learner-based advantages among bilingual learners for L3 learning, such as learning strategies (e.g. Afsharrad & Sadeghi Benis, 2017;Grenfell & Harris, 2015), meta-linguistic awareness (e.g. Hofer & Jessner, 2016), and language aptitude (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Hofer & Jessner, 2016), more effective learning strategies (e.g. Afsharrad & Sadeghi Benis, 2017;Grenfell & Harris, 2015), and higher language aptitude (e.g. Eisenstein, 1980).…”

Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

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There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still developing L2 system within the learner. According to Complex Dynamic Systems Theory (CDST), language development depends on limited resources. In simultaneous L2 and L3 (L2 + L3) learners, these resources have to be used for learning two languages, reducing the resources available for L2 learning. This might lead, firstly, to a slower L2 development in L2 + L3 learners than in L2 only learners, and secondly, to more variability in the L2 during the learning process. In the current study, we traced the L2 English writing proficiency scores (both in terms of gains and variability) of two groups of L1 Chinese learners within one academic year. One group learnt English only (L2) and the other group learnt English and Russian simultaneously. Results show that the L2 + L3 learners did not develop their L2 to a lesser extent than the L2 learners did, but they showed more variability over time in one sub-area (fluency) of L2 writing proficiency. The implications are discussed.

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“…But more recently, a growing body of research has been conducted to distinguish between the two fields of L3 and L2 acquisitions [1,2]. erefore, a number of studies have made a comparison between monolinguals and bilinguals in learning a foreign language [3][4][5][6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

Banitalebi

Jabbari

Tilwani

et al. 2021

Education Research International

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Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

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Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use

Cited by 14 publications

References 55 publications

Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test

Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test

Learning an L2 and L3 at the same time: help or hinder?

Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

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