The impact of reading purposes on second language learners’ reading and recall processes

Jookyoung JUNG

The impact of reading purposes on second language learners’ reading and recall processes

Jookyoung JUNG

Department of Linguistics and Modern Language Studies (LML)

Research output: Other contribution › Other contributions

Abstract

The present study explored how different reading purposes would affect L2 learners’ eye-movements during reading, keystrokes during summary writing, and text memory as shown in the written summaries. Seventy-two Korean speakers read an English text for two different purposes, i.e., reading to skim vs reading to learn, and wrote an unannounced summary of the text. The results showed that skimming led participants to engage in uninterrupted global text processing. Those who read the text for complete understanding, in contrast, demonstrated significantly shorter eye-movements accompanied with frequent pauses for local processing. Reading to learn further resulted in a greater number of pauses and revisions in summary writing process, recalling more idea units from the text. Copyright © 2021 Technology-Enhanced Language Learning and Teaching. All rights reserved.

Original language	English
Publication status	Published - 17 Sept 2021

Bibliographical note

Jung, J. Y. (2021, September 17). The impact of reading purposes on second language learners’ reading and recall processes [Sharing Session]. CoP Project Sharing Session Series, The Education University of Hong Kong, Hong Kong, China.

Keywords

Communities of Practice (CoP) Output
CoP project code: T0233
Period: CoP 2019-2020

Other files and links

webpage

Language enhancement at EdUHK and beyond: Fostering a Community of Practice on technology-enhanced language learning and teaching
WANG, L., CHEN, H. C., LEE, C. K. J. & YU, K. W. E., 2020
Research output: Other contribution › Teaching Development Grants (TDG)

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abstract = "The present study explored how different reading purposes would affect L2 learners{\textquoteright} eye-movements during reading, keystrokes during summary writing, and text memory as shown in the written summaries. Seventy-two Korean speakers read an English text for two different purposes, i.e., reading to skim vs reading to learn, and wrote an unannounced summary of the text. The results showed that skimming led participants to engage in uninterrupted global text processing. Those who read the text for complete understanding, in contrast, demonstrated significantly shorter eye-movements accompanied with frequent pauses for local processing. Reading to learn further resulted in a greater number of pauses and revisions in summary writing process, recalling more idea units from the text. Copyright {\textcopyright} 2021 Technology-Enhanced Language Learning and Teaching. All rights reserved.",

author = "Jookyoung JUNG",

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N2 - The present study explored how different reading purposes would affect L2 learners’ eye-movements during reading, keystrokes during summary writing, and text memory as shown in the written summaries. Seventy-two Korean speakers read an English text for two different purposes, i.e., reading to skim vs reading to learn, and wrote an unannounced summary of the text. The results showed that skimming led participants to engage in uninterrupted global text processing. Those who read the text for complete understanding, in contrast, demonstrated significantly shorter eye-movements accompanied with frequent pauses for local processing. Reading to learn further resulted in a greater number of pauses and revisions in summary writing process, recalling more idea units from the text. Copyright © 2021 Technology-Enhanced Language Learning and Teaching. All rights reserved.

AB - The present study explored how different reading purposes would affect L2 learners’ eye-movements during reading, keystrokes during summary writing, and text memory as shown in the written summaries. Seventy-two Korean speakers read an English text for two different purposes, i.e., reading to skim vs reading to learn, and wrote an unannounced summary of the text. The results showed that skimming led participants to engage in uninterrupted global text processing. Those who read the text for complete understanding, in contrast, demonstrated significantly shorter eye-movements accompanied with frequent pauses for local processing. Reading to learn further resulted in a greater number of pauses and revisions in summary writing process, recalling more idea units from the text. Copyright © 2021 Technology-Enhanced Language Learning and Teaching. All rights reserved.

UR - https://corpus.eduhk.hk/tellt/ninth-sharing-session-17-september-2021/

M3 - Other contributions

ER -

The impact of reading purposes on second language learners’ reading and recall processes

Abstract

Bibliographical note

Keywords

Other files and links

Fingerprint

Research output

Language enhancement at EdUHK and beyond: Fostering a Community of Practice on technology-enhanced language learning and teaching