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.
Selected Proceedings of the 2007 Second Language Research Forum
edited by Melissa Bowles, Rebecca Foote, Silvia Perpiñán, and Rakesh Bhatt
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