Does the freedom of reader choice affect second language incidental vocabulary acquisition?

Reynolds, Barry Lee; Bai, Yi Ling

doi:10.1111/j.1467-8535.2012.01322.x

Cited by 9 publications

(5 citation statements)

References 4 publications

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“…This was because we aimed for the reading test to measure comprehension and not content memorization. However, incidental vocabulary learning was evaluated as a “by product” of reading [56, 57, 58, 59]).…”

Section: Methodsmentioning

confidence: 99%

Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning

Teng

Reynolds²

2019

PLoS ONE

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Recent research has highlighted the value of providing metacognitive guidance for learning English in a small group setting. This study investigated the effects that the presence or absence of metacognitive prompts for group or individual learning could have on reading comprehension and the incidental learning of vocabulary through reading. A total of 171 university students were randomly assigned to four treatment conditions: collaborative learning with metacognitive prompts, collaborative learning without metacognitive prompts, individual learning with metacognitive prompts, and individual learning without metacognitive prompts. Results indicated that after the treatment, learners in the collaborative learning with metacognitive prompts group outperformed the other groups on both reading comprehension and incidental vocabulary learning assessments. In addition, the vocabulary knowledge acquired by students in the collaborative learning with metacognitive prompts group was highest for meaning recognition, followed by form recognition, meaning recall, and finally form recall. These findings highlight the importance of training students’ self-regulated learning and suggest that the use of metacognitive prompts in a group setting is an effective means to boost EFL reading comprehension and the incidental vocabulary learning for Chinese university students. Pedagogical implications of these and other nuanced findings are discussed.

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Section: Methodsmentioning

confidence: 99%

Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning

Teng

Reynolds²

2019

PLoS ONE

Self Cite

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“…One helpful aspect of a readers' choice awards program is the creation of what Reynolds and Bai (2013) call "bounded choice" and Johnson and Blair (2003) call a "text set." Too much choice can be overwhelming to students, especially those who are reluctant or struggling readers (Lu & Gordon, 2008;Mohr, 2006).…”

Section: Readers' Choice Awards As Reading Incentive Programsmentioning

confidence: 99%

Reading Between the Lines: Motivation Lessons Learned from the Forest of Reading in Ontario

Maliszewski¹,

Soleas²

2021

slw

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Readers’ choice programs have the potential to spark a lifelong love of reading. However, the motivation for student participation in these programs and their impact on student reading are understudied. This mixed method study combines interviews and questionnaires to illustrate the factors at play in a large Canadian readers’ choice program, the Forest of Reading. Our findings highlight the role of librarybased programs in building intrinsic motivation through love of reading, the role of extrinsic motivation in building autonomous motivation, and the extent to which large readers’ choice programs promote student reading.

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“…One fundamental way to motivate learners to read more, as the research suggested, was to ensure the learners' choice of reading materials (Reynolds & Bai, 2013). Another motivating way of encouraging the students was through having them read aloud.…”

Section: Pedagogical Implications and Conclusionmentioning

confidence: 99%

Utilizing Extensive Graded Reading and Strategy Instruction for Boosting Secondary Stage Students’ EFL Comprehension Skills

Kharboush¹

2019

مجلة کلية التربية. بنها

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Does the freedom of reader choice affect second language incidental vocabulary acquisition?

Cited by 9 publications

References 4 publications

Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning

Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning

Reading Between the Lines: Motivation Lessons Learned from the Forest of Reading in Ontario

Utilizing Extensive Graded Reading and Strategy Instruction for Boosting Secondary Stage Students’ EFL Comprehension Skills

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