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This study investigated the modality effect in relation to verbal working memory capacity and time of testing within a computerized second language multimedia learning environment. Twenty-nine advanced learners of English with Turkish as the first language were randomly assigned to audiovisual or visual-only presentations about an unfamiliar topic and completed immediate and delayed tests to assess...
Relationships between working memory (WM)—measured by reading span tasks (RSTs)—and second language (L2) reading are explored by probing the effects of differences in secondary task design (semantic vs. morphosyntactic) and the language of the task (first or second). Participants were 98 Turkish late adult learners of English as an L2 with moderate proficiency in the language. They completed a reading...
From notebook computers to mobile phones, wireless devices become popular in society and affordable for the majority of the society. With rapidly improving Internet capabilities, the demand of mobility is spread to learning purposes. Mobile learning combines individualized learning with anytime and anywhere learning. It is possible for mobile learners to find and learn what they want to at a pace...
Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi‐level representational architecture. This study differentiates...
Although an important role has been ascribed to working-memory capacity in reading comprehension, little consensus exists on its conceptualization, operationalization, and measurement except for its recognition as a limited-capacity processing and storage system. One specific problem in the measurement of working memory comes from researchers’ use of storage scores in reading span tests (RST) as an...
This study investigated the strategies used by advanced learners of English while reading a hypermedia document in order to determine whether they are essentially different from those reading strategies reported in the literature for printed texts. Moreover, the role of prior knowledge about the topic was explored in relation to strategy use. Data were collected from 10 advanced learners of English...
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