Hemispheric processing of predictive inferences: the effects of textual constraint and metacomprehension monitoring competence

Xu, Fei; Fan, Lin; Wang, Zhen; Wang, Weijuan; Meng, Jing

doi:10.1080/00221309.2020.1804316

Cited by 2 publications

(2 citation statements)

References 48 publications

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“…Akin to all other reading tasks, the ones functioning as assessing language learners' reading competence involve cognitive and metacognitive strategy use. This strategy-use behavior within a reading test has been explored in the literature (e.g., Purpura, 1999;Phakiti, 2003Phakiti, , 2006Phakiti, , 2008Zhang et al, 2016;Zhang, 2018;Ferrara et al, 2020;Xu et al, 2021); however, previous lines of research have mainly focused on merely identifying the type, frequency, and variety of strategies used by learners and they have failed to address the relationships between these strategies and the likely interrelationships among their components. Also missing in the literature is whether the constructed models on cognitive and metacognitive strategy use are consistent over ability levels (i.e., ability-specific models has not been discussed thoroughly previously).…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

Mosalli

Marandi²,

Tajik³

2022

LRR

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Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers' performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers' strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high-and the lowreading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti's ( 2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.

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Section: Introductionmentioning

confidence: 99%

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

Mosalli

Marandi²,

Tajik³

2022

LRR

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“…As the "core of the understanding process" (Schank, 1976, p. 168), inferential processing plays an essential and pivotal role in successful comprehension during text reading (Virtue et al, 2006;Wang et al, 2021). Throughout the past few decades, inferential processing during discourse reading has been a major concern to researchers across disciplines such as linguistics, psychology, and neuroscience (e.g., Cohn, 2014;Perfetti & Stafura, 2013;Kim, 2014;Xu et al, 2020;Feng et al, 2021). Text inferencing has been defined as referring to the process by which readers cannot derive from the discourse directly and extract information from working or long-term memory to establish coherence between sentences of the discourse (Haviland & Clark, 1974).…”

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confidence: 99%

Mapping the Knowledge Domain of Text Inferencing

Zhong

2023

International Journal of Translation, Interpretation, and Applied Linguistics

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Text inferencing is a critical factor that would affect discourse comprehension. Growing attention has been paid to the research on inferential processing during text reading, with numerous papers on this topic published in recent decades. To gain a bibliographic landscape of inferential processing during discourse reading, co-citation analysis, cluster interpretations, and citation bursts analysis were conducted via CiteSpace based on the data from the Web of Science (WoS) Core Collection of Thomson Reuters from 2001 to 2021. The results reveal that (1) reading comprehension and working memory are fairly popular topics in recent decades; (2) research exploring predictive inferences, bridging inferences, and causal inferences have been paid much attention; and (3) predictive inference, eye movement, and listening comprehension may be attractive in future studies.

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Hemispheric processing of predictive inferences: the effects of textual constraint and metacomprehension monitoring competence

Cited by 2 publications

References 48 publications

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

Mapping the Knowledge Domain of Text Inferencing

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