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<p>Despite growing literature on foreign language (FL) reading comprehension, systematic research is scarce regarding multiple cognitive factors influencing reading variance and contributing to reading difficulties. This study aims to model how lexical-grammatical knowledge (LGK), processing skills (inference, listening comprehension), and cognitive skills (strategy use) collectively contribute to English as a foreign language (EFL) reading comprehension, drawing on the Direct and Indirect Effects Model of Reading (DIER). A total of 339 Chinese undergraduates’ EFL reading data were analyzed utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM). Results showed that lexical and grammatical knowledge (LGK) had a significant direct effect and indirect effect mediated by processing skills (inference and listening comprehension) on EFL reading comprehension. Processing skills also have a significant influence on EFL reading comprehension, though weaker than LGK. However, cognitive skills showed neither direct nor indirect effects on EFL reading comprehension. Findings contribute to understanding hierarchy effects of the variables and confirm inference’s role in EFL reading comprehension. The low effect of listening comprehension revealed distinct patterns among Chinese EFL learners, underscoring the intricate nature of EFL reading comprehension.</p>

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The effects of lexical and grammatical knowledge, processing skills and cognitive skills on Chinese EFL learners’ reading comprehension: a direct and indirect effects model of reading (DIER) perspective

  • 期刊论文

  • 发表日期：

    2025年10月3日

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  • Tian Li,
  • Rui Li

摘要

Despite growing literature on foreign language (FL) reading comprehension, systematic research is scarce regarding multiple cognitive factors influencing reading variance and contributing to reading difficulties. This study aims to model how lexical-grammatical knowledge (LGK), processing skills (inference, listening comprehension), and cognitive skills (strategy use) collectively contribute to English as a foreign language (EFL) reading comprehension, drawing on the Direct and Indirect Effects Model of Reading (DIER). A total of 339 Chinese undergraduates’ EFL reading data were analyzed utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM). Results showed that lexical and grammatical knowledge (LGK) had a significant direct effect and indirect effect mediated by processing skills (inference and listening comprehension) on EFL reading comprehension. Processing skills also have a significant influence on EFL reading comprehension, though weaker than LGK. However, cognitive skills showed neither direct nor indirect effects on EFL reading comprehension. Findings contribute to understanding hierarchy effects of the variables and confirm inference’s role in EFL reading comprehension. The low effect of listening comprehension revealed distinct patterns among Chinese EFL learners, underscoring the intricate nature of EFL reading comprehension.