Inner Speech in College ESL Reading Performance: A Mixed-Methods Study

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Mixed-Methods Research Applications for Students

Abstract

This mixed methods study investigates how the spoken language (first or second) of pre-reading conversations relates to inner speech and the qualitative and quantitative aspects of English reading among Chinese-speaking college students with English as a second language (ESL). The sample includes 70 Chinese-speaking college ESL students. The procedures include a pre-reading experimental manipulation (30-minute conversation in Chinese or English with a bilingual researcher), an English reading test, an inner speech experience survey, and interviews. Data were collected via Zoom meetings. A mixed methods interpretation indicated that pre-reading conversation with L1 could influence inner speech and L2 reading performance. Using an innovative combination of quantitative and qualitative methods, the study bridges the gap between inner speech and ESL research.

Author

• Na Yang, University of Cincinnati