Culminating Project Title
Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
John P. Madden
Roman A. Serrano
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
EFL, L2, reading, formulaic sequence, clicking behavior, gloss
With advancements in technology, reading task can take place on a computer, where a gloss is only a click away. A gloss can be consulted to find the meaning of any single word (SW) or formulaic sequence (FS). So how does this influence the L2 reader? In an attempt to understand the L2 reader, this study will use a within subject design to look at clicking behaviors, reading comprehension, and characteristics of the individual L2 readers as they complete the task of reading on the computer. This study focuses on 20 targeted lexical items equally distributed between single words (SW) and formulaic sequences (FS). In addition, 50% of these targets take the form of underlined, blue text to consider the properties of typographical saliency. One reading passage, embedded with hyperlinks for single words (SW) and formulaic sequences (FS), was given to 107 participants to read on the computer along with a multiple choice reading comprehension paper test of 20 questions. Statistical analysis surprisingly finds similarities and differences between single words (SW) and formulaic sequences (FS) in both clicking behaviors and reading comprehension scores. These results, demonstrates a need for further evaluation on how L2 readers perform in a reading task, involving single words (SW) and formulaic sequences (FS).
Dieterich, Deborah S., "Reading and the Response Towards Unknown Single Words and Formulaic Sequences by English Second Language Learners" (2017). Culminating Projects in English. 88.