ScholarSpace
ScholarSpace is an open-access, digital institutional repository for the University of Hawaiʻi at Mānoa community. ScholarSpace stores the intellectual works and unique collections of the UH at Mānoa academic community and also provides a permanent web location for those accessing these resources.
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Recent Submissions
Does comprehension of L2 television programs improve through regular classroom viewing?
(University of Hawaii National Foreign Language Resource Center, 2025-01-13) Pujadas, Geòrgia; Webb, Stuart
This study investigated second language (L2) comprehension across nine episodes of the same TV series and explored whether comprehension improves through regular classroom viewing. 121 intermediate and advanced EFL learners viewed the series under two conditions: captioned and uncaptioned. Significant differences in comprehension across episodes for both conditions were found. While there was an increase in comprehension from the first to the last episode, the improvement was not linear, and large variability in comprehension scores indicated that comprehension may be contingent to individual episodes. This suggests that the findings of studies investigating the comprehension of one episode of a TV program may not reflect the comprehensibility of related and unrelated programs. Moreover, it suggests that comprehensibility of one episode of a TV program, may not occur to the same degree in the next episode. Results also confirm earlier findings indicating significantly better comprehension when viewing with captions than without captions, and that learners with greater vocabulary knowledge achieve higher comprehension rates, regardless of the viewing condition. Lexical coverage, used as an indicator of lexical difficulty of the episodes, was negatively correlated with comprehension scores, suggesting that other factors such as prior vocabulary knowledge may be better predictors of viewing comprehension.
Encouraging EFL Students’ Extensive Reading Through LMS-Based Reading Logs
(University of Hawaii National Foreign Language Resource Center, 2025-01-08) Lien, Cao Thi Xuan
This research explores the perspectives of English as a Foreign Language (EFL) students about using Learning Management System (LMS)-based reading logs as a measure to encourage extensive reading in the digital age. An online questionnaire was administered to 125 third-year English majors at a public university in central Vietnam to examine their attitudes, preferences, and perceptions of benefits as well as challenges associated with LMS-based reading logs. The findings show that most students had positive attitudes toward LMS-based reading logs, emphasizing benefits like improving their reading skills, enhancing positive reading habits, enhancing self-study skills, and increasing their learning motivation. However, students faced several challenges when making LMS-based reading logs, including time constraints, workload, lack of cognitive skills for reflection, self-discipline issues, and insufficient teacher support and feedback. These problems can suggest some further improvements to increase the effectiveness of applying this kind of activity in EFL reading courses.
Perceptions of Extensive Reading Practitioners in Four Asian Countries
(University of Hawaii National Foreign Language Resource Center, 2025-01-08) Waring, Rob; Puripunyavanich, Mintra
This study reports the perceptions and understanding of extensive reading (ER) of 259 ER practitioners in Japan, Thailand, Mongolia, and Vietnam. The majority of participants understood the core principles of ER, namely (a) the fluent reading of (b) a lot of (c) easy texts. However, about 25% of the participants in Thailand, Mongolia, and Vietnam did not understand that the texts need to be easy and read fluently. Despite all the participants being self-declared ER practitioners, a large number of participants in Mongolia, Thailand and Vietnam often reported the desire for intensive reading practices in their ER classes. This suggests more training on ER is necessary. Participants highly rated all questions regarding the need for more ER training, showing that even the more experienced ER practitioners still need assistance.
Review of Technology and Language Teaching
(University of Hawaii National Foreign Language Resource Center, 2025-01-09) Li, Fei; Zhang, Yabin; Rock, Kristin
Language teachers’ professional role identities and classroom technology integration
(University of Hawaii National Foreign Language Resource Center, 2025-01-09) Lai, Chun; Lyu, Boning; Jiang, Lianjiang; Gong, Yang
Teachers’ role identities shape their teaching practices. However, research on the interplay between language teachers’ role identities and classroom technology integration is rather limited. Based on interview responses and classroom observations of eight K-12 language teachers, this study revealed two contrastive forms of role identities that were influential in technology use, namely the broader educator roles and the narrow subject teacher roles. Teachers with the two forms of role identities diverged in their technology use approaches, purposes, and resilience. The findings further revealed that teacher role identities interplayed with technology use in a mutually shaping and constantly evolving manner. The findings advocate greater attention to teacher role identities when examining and supporting classroom technology integration.