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Think-Aloud Protocols and Type of Reading Task: The Issue of Reactivity in L2 Reading Research
Mami Yoshida
199-209 (complete paper or proceedings contents)

Abstract

The present study investigated the effects of think-aloud protocols on L2 reading performance with a special focus on the reactivity of verbal reports on different types of reading tasks. The study investigated the effects of think-aloud protocols on L2 reading performance in terms of reading time, comprehension, and interaction with while-reading tasks. The think-aloud condition and no-think-aloud condition were compared for Japanese EFL learners' text comprehension, reading time, and performance on the while-reading (i.e., outlining vs. answering embedded questions) tasks. The results indicated no main effect for reading condition (thinking-aloud vs. not thinking-aloud) nor interaction between reading condition and task type. In spite of the lack of reactivity in terms of text comprehension, however, think-aloud protocols increased the amount of time on task. The follow-up analysis suggested think-aloud protocols can possibly inhibit performance in a written form of while-reading tasks, such as outlining or answering embedded questions.

Published in

Selected Proceedings of the 2007 Second Language Research Forum
edited by Melissa Bowles, Rebecca Foote, Silvia Perpiñán, and Rakesh Bhatt
Table of contents
Printed edition: $270.00