Articles
Journal of Applied Research in Higher Education (17581184)17(3)pp. 1109-1124
Purpose: The primary objective of this research paper was to examine the objectivity of the preselected items evaluation (PIE) method, a prevalent translation scoring method deployed by international institutions such as UAntwerpen, UGent and the University of Granada. Design/methodology/approach: This research critically analyzed the scientific and theoretical bottlenecks associated with the PIE method, specifically focusing on its parameters, namely the p-value and d-index, in adherence to established statistical protocols. Proposed remedies to mitigate the identified bottlenecks and augment the efficacy of the method were grounded in practicality. Findings: The paper provided an extensive overview of the PIE method, which served as the foundation for the subsequent analysis and discussions. This research presented potential avenues for refinement and contributed to the current debate on objective translation assessment by addressing the theoretical and practical challenges associated with the PIE method. Research limitations/implications: Translation researchers, practitioners and international institutions seeking to enhance the accuracy and reliability of translation evaluation should consider the implications of this research’s findings. Originality/value: Although several publications focused on the role of the PIE method in translation evaluation, no study(ies) is available to critically analyze the scientific and theoretical bottlenecks of this translation evaluation method. © 2024, Emerald Publishing Limited.
Language Learning Journal (09571736)53(4)pp. 548-564
The present study on intentional retrieval practice compared the benefits of presenting words in either informative or uninformative sentence contexts. Participants first studied a list of English words with their translations. Then, they were all exposed to half of the words with informative sentences containing meaning clues in the Context Inference (CI) condition and half with uninformative sentences devoid of such clues in the Memory Retrieval (MR) condition as part of retrieval-based practising. Participants were required to type the L1 translation for each word presented using a mobile application. Data were collected by both form-recall and meaning-recall tests immediately afterwards and then a week later. In addition, this study focused on the relationship between working memory capacity (WMC) and word retention in these two conditions to explore the suggestion that individuals may benefit differently from retrieval practices. Although the results showed that both conditions contributed to word retention, the MR condition was significantly more effective than the CI condition for the participants’ long-term retention. Further, the results revealed an overall positive effect of WMC on word retention in both conditions, with high-WMC individuals achieving higher retention scores than low-WMC individuals. However, this effect was not modulated by the type of context condition. © 2024 Association for Language Learning.
This study investigates the relationships among working memory (WM), syntactic parsing ability (SP), and L2 reading performance across varying proficiency levels. A cohort of 120 L1-Persian EFL learners was categorized into beginner, intermediate, and advanced proficiency groups based on their IELTS scores. Participants completed a reading span test, a sentence segmentation task, and a reading test to measure WM, SP, and L2 reading ability, respectively. Statistical analysis revealed significant differences in syntactic parsing and reading abilities across proficiency levels, with advanced learners outperforming their intermediate and beginner counterparts. Moreover, significant relationships were identified between WM, SP, and L2 reading performance among participants in the beginner group, while such relationships were not observed in the intermediate and advanced groups. Additionally, the results identified SP as a robust predictor of L2 reading performance, specifically within the beginner proficiency level, suggesting that syntactic parsing abilities substantially contribute to variations in L2 reading outcomes at this proficiency level. Focusing on the intricate interplay between cognitive resources and reading processes, these findings underscore the essential role of syntactic parsing in enhancing L2 reading comprehension among beginner learners, highlighting the necessity for targeted instructional strategies to support the development of these skills. © 2025 Editorial Board TESL - EJ. All rights reserved.
Journal of College Reading and Learning (10790195)55(1)pp. 63-99
This study investigated the relationship between working memory (WM), semantic-encoding (SE) ability, and reading comprehension (RC) within the domain of second language acquisition (L2). 120 L1-Persian EFL learners were placed in three proficiency groups (beginning, intermediate, and advanced) based on their scores on the IELTS test. The participants engaged in a battery of cognitive tasks, including a reading span task, two semantic encoding (SE) tasks (sentence verification task and lexical access task), an L1-recall task, and a reading test. The scores and reaction times obtained from these measures were analyzed using a one-way ANOVA, a correlational analysis, and single regression analyses. The findings revealed significant differences in reading performance and semantic encoding skills across proficiency groups, with large effect sizes. Correlational analyses indicated a significant positive relationship between WM and RC, specifically in the beginner group. Moreover, WM was shown to correlate with the speed of SE in the beginner group, but not with its accuracy. Notably, SE speed correlated with RC performance, particularly under time-constrained conditions at lower proficiency levels. In the intermediate and advanced groups, working memory (WM) showed no correlation with reading comprehension (RC) or semantic encoding (SE). Conversely, both WM and SE speed were identified as strong predictors of L2 reading performance among learners with lower English proficiency. However, the study is not without its limitations, including a relatively small sample size, the absence of qualitative measures, and the potential influence of unassessed reading subskills such as grammar and vocabulary. © 2025 College Reading and Learning Association.
