Task Complexity and Media of L2 Reading Affecting Chinese Intermediate EFL Learners
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초록
Task-based language teaching has received tremendous attention in the field of teaching a second language (L2), but task complexity in L2 reading has been under-researched. Furthermore, studies on paper- and screen-based reading were seldom discussed in L2 contexts. The participants in this study were 82 intermediate EFL learners enrolled in a Chinese university. A two-way ANOVA research design was used to examine the effects of task complexity and media of L2 reading regarding fluency, comprehension, and vocabulary learning. Paired-sample t-tests were employed to examine readers’ vocabulary retention within one month. The results found a significant interaction effect between task complexity and media in reading fluency: the Paper-Complex-Group navigated the text slower than the Paper-Simple-Group, whereas the Screen-Complex-Group read faster than the Screen-Simple-Group. Increased task complexity had limited effects on reading comprehension in either media condition. Additionally, the complex reading task maintained or even elicited more vocabulary retention within two weeks, but the facilitating effect disappeared two weeks later. Based on these findings, reading tasks requiring more language-related output are recommended for further research. Pedagogically, paper-reading with risk-free tasks and screen-reading with cognitively demanding tasks can be employed to promote fluent L2 reading.
Abstract
Task-based language teaching has received tremendous attention in the field of teaching a second language (L2), but task complexity in L2 reading has been under-researched. Furthermore, studies on paper- and screen-based reading were seldom discussed in L2 contexts. The participants in this study were 82 intermediate EFL learners enrolled in a Chinese university. A two-way ANOVA research design was used to examine the effects of task complexity and media of L2 reading regarding fluency, comprehension, and vocabulary learning. Paired-sample t-tests were employed to examine readers’ vocabulary retention within one month. The results found a significant interaction effect between task complexity and media in reading fluency: the Paper-Complex-Group navigated the text slower than the Paper-Simple-Group, whereas the Screen-Complex-Group read faster than the Screen-Simple-Group. Increased task complexity had limited effects on reading comprehension in either media condition. Additionally, the complex reading task maintained or even elicited more vocabulary retention within two weeks, but the facilitating effect disappeared two weeks later. Based on these findings, reading tasks requiring more language-related output are recommended for further research. Pedagogically, paper-reading with risk-free tasks and screen-reading with cognitively demanding tasks can be employed to promote fluent L2 reading.
참고문헌 (28)
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