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<p>This study investigates the possibility and boundaries of an L1-Assisted Processing Mechanism in L2 reading by experimentally manipulating the timing (i.e., pre- vs. post-reading) and types (i.e., detail-oriented vs. integrative) of prompt questions that guide readers’ processing strategies. One hundred twenty-eight bilingual university students in Chinese (L1) and English (L2) were randomly assigned to one of four conditions in a 2 × 2 design. Participants completed a sequence of tasks that included reading prompt questions in Chinese and reading expository texts in English, with the order of these two components varying by experimental condition, followed by two post-reading assessments: an English network-mapping task measuring integrative comprehension and an English multiple-choice test (i.e., MCT) focusing detail information processing. Results showed that pre-reading questions consistently accelerated reading speed, with detail-oriented questions specifically enhancing accuracy on detail-focused MCT items by guiding attention to local information. In contrast, post-reading integrative questions significantly improved the coherence and structural quality of concept network maps, functioning as a cognitive scaffold for delayed integrating textual information. In addition, despite the potential for cross-linguistic processing interference, the use of L1 questions, when matched appropriately to task timing and cognitive demand, facilitated performance across measures, demonstrating the robustness of L1-mediated support in L2 reading comprehension.</p>

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L1-Assisted L2 reading comprehension: evidence from the differential impacts of L1 pre- and post-reading questions on L2 reading comprehension

  • 期刊论文

  • 发表日期：

    2026年3月23日

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  • Xuqian Chen,
  • Zhouling Ye,
  • Runze Chi

摘要

This study investigates the possibility and boundaries of an L1-Assisted Processing Mechanism in L2 reading by experimentally manipulating the timing (i.e., pre- vs. post-reading) and types (i.e., detail-oriented vs. integrative) of prompt questions that guide readers’ processing strategies. One hundred twenty-eight bilingual university students in Chinese (L1) and English (L2) were randomly assigned to one of four conditions in a 2 × 2 design. Participants completed a sequence of tasks that included reading prompt questions in Chinese and reading expository texts in English, with the order of these two components varying by experimental condition, followed by two post-reading assessments: an English network-mapping task measuring integrative comprehension and an English multiple-choice test (i.e., MCT) focusing detail information processing. Results showed that pre-reading questions consistently accelerated reading speed, with detail-oriented questions specifically enhancing accuracy on detail-focused MCT items by guiding attention to local information. In contrast, post-reading integrative questions significantly improved the coherence and structural quality of concept network maps, functioning as a cognitive scaffold for delayed integrating textual information. In addition, despite the potential for cross-linguistic processing interference, the use of L1 questions, when matched appropriately to task timing and cognitive demand, facilitated performance across measures, demonstrating the robustness of L1-mediated support in L2 reading comprehension.