Task-Induced Reading Comprehension Among EFL Learners

2017 Fiscal Year Final Research Report

• Project/Area Number: 16H07154
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Single-year Grants
• Research Field: Foreign language education
• Research Institution: Dokkyo University
• Principal Investigator: Kimura Yukino 獨協大学, 法学部, 特任講師 (40779857)
• Project Period (FY): 2016-08-26 – 2018-03-31
• Keywords: 英語教育 / リーディング / タスク / 認知プロセス

Outline of Final Research Achievements

The present study aims to examine (a) how Japanese EFL learners control their cognitive processes during reading according to task instructions, and (b) how cognitive processes contribute to post-reading task performance. Japanese university students read a narrative passage written in English to complete a summary task in either Japanese or English. The results of the questionnaire and think-aloud task demonstrated that the cognitive processes did not differ between two task conditions, and learners who performed well in a summary task flexibly allocated their cognitive resources to inference generation.

Free Research Field

外国語教育