TY - JOUR
T1 - Rethinking First Language–Second Language Similarities and Differences in English Proficiency
T2 - Insights From the ENglish Reading Online (ENRO) Project
AU - Siegelman, Noam
AU - Elgort, Irina
AU - Brysbaert, Marc
AU - Agrawal, Niket
AU - Amenta, Simona
AU - Arsenijević Mijalković, Jasmina
AU - Chang, Christine S.
AU - Chernova, Daria
AU - Chetail, Fabienne
AU - Clarke, A. J.Benjamin
AU - Content, Alain
AU - Crepaldi, Davide
AU - Davaabold, Nastag
AU - Delgersuren, Shurentsetseg
AU - Deutsch, Avital
AU - Dibrova, Veronika
AU - Drieghe, Denis
AU - Filipović Đurđević, Dušica
AU - Finch, Brittany
AU - Frost, Ram
AU - Gattei, Carolina A.
AU - Geva, Esther
AU - Godfroid, Aline
AU - Griener, Lindsay
AU - Hernández-Rivera, Esteban
AU - Ivanenko, Anastasia
AU - Järvikivi, Juhani
AU - Kawaletz, Lea
AU - Khare, Anurag
AU - Lee, Jun Ren
AU - Lee, Charlotte E.
AU - Manouilidou, Christina
AU - Marelli, Marco
AU - Mashanlo, Timur
AU - Mišić, Ksenija
AU - Miwa, Koji
AU - Palma, Pauline
AU - Plag, Ingo
AU - Rezanova, Zoya
AU - Riimed, Enkhzaya
AU - Rueckl, Jay
AU - Schroeder, Sascha
AU - Sekerina, Irina A.
AU - Shalom, Diego E.
AU - Slioussar, Natalia
AU - Slosar, Neža Marija
AU - Taler, Vanessa
AU - Thériault, Kim
AU - Titone, Debra
AU - Tumee, Odonchimeg
AU - Wetering, Ross van de
AU - Verma, Ark
AU - Weiss, Anna Fiona
AU - Wu, Denise Hsien
AU - Kuperman, Victor
N1 - Funding Information: All data are available through the Open Science Framework repository ( https://osf.io/gzyqf ). Other than the first three and the last author, the order of authors is alphabetical. We wish to thank the following individuals: Nadine Abdelrahman, Blake Anderson, Alexander Dolge, Monica Fantini, Madison Lester, Yue Yu Liao, Chih‐Tsen Liu, Yaara Loyfer, Iva Štefanija Slosar, Roni Stein, and Paul Warren. Research reported in this publication was supported by the following grants: a Social Sciences and Humanities Research Council of Canada Partnered Research Training Grant, 895‐2016‐1008 (PI: G. Libben); a Canada Research Chair (Tier 2; PI: V. Kuperman); a Social Sciences and Humanities Research Council of Canada Insight Grant, 435‐2021‐0657 (PI: V. Kuperman); an Azrieli Early Career Faculty Fellowship (PI: N. Siegelman); a Natural Sciences and Engineering Research Council of Canada Discovery Grant (PI: D. Titone); the Russian Science Foundation, #21‐18‐00429 (PI: N. Slioussar); the Indian Institute of Technology Kanpur; the Ministry of Education, Science and Technological Development of the Republic of Serbia, #451‐03‐9/2021‐14/200163; the Israel Science Foundation, #705/20 (PI: R. Frost); a Faculty Research Grant, Faculty of Humanities and Social Sciences, Victoria University of Wellington, #226239 (PI: I. Elgort); a Professional Staff Congress‐City University of New York Award, #64464‐00‐52 (PI: I. A. Sekerina); the Chinese Language and Technology Center of National Taiwan Normal University (PI: Y. T. Sung); the Tomsk State University Development Programme (Priority2030); the Italian Ministry of Education and Research, #2017W8HFRX (PIs: V. Pirrelli & D. Crepaldi); and the Eunice Kennedy Shriver National Institute of Child Health and Human Development, #HD091013 (PI: D. Compton). Publisher Copyright: © 2023 The Authors. Language Learning published by Wiley Periodicals LLC on behalf of Language Learning Research Club, University of Michigan.
PY - 2023
Y1 - 2023
N2 - This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.
AB - This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.
KW - bilingualism
KW - cross-linguistic research
KW - open science
KW - reading
KW - second language proficiency
UR - http://www.scopus.com/inward/record.url?scp=85159918246&partnerID=8YFLogxK
U2 - https://doi.org/10.1111/lang.12586
DO - https://doi.org/10.1111/lang.12586
M3 - Article
SN - 0023-8333
JO - Language Learning
JF - Language Learning
ER -