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Inner Speech in College ESL Reading: A Mixed Methods Study

Yang, Na
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627665232620924

Abstract Details

2021, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
Inner speech is a silent talk to the self or voice one hears in the mind. It has been identified as a memory rehearsal tool in silent reading. Although inner speech has been studied in first/native language (L1) reading, research on inner speech in the second/foreign language (L2) reading is lacking. 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). Seventy Chinese ESL students participated in this study through Zoom meetings in three steps: conversing in their first (Chinese) or second (English) language with the researcher for 30 minutes, finishing an English reading comprehensive test, completing a questionnaire on their inner speech experience, and participating in an in-depth interview to elaborate on their inner speech and reading experiences. Quantitative and qualitative data were analyzed through inferential statistical data analyses and thematic analyses, respectively. Quantitative results on reading performance showed significant differences between the two pre-reading conversation groups in terms of English silent reading efficiency, speed, and time. Qualitative results showed similar inner speech themes with different dominant language patterns in the two pre-reading conversation groups. A mixed methods interpretation indicated that pre-reading conversation with L1 could influence inner speech and L2 reading performance. This study bridges the gap between inner speech and research on L2 silent reading. In addition, the mixed methods design with an embedded mixed methods experiment makes a methodological contribution by illustrating how theories from educational psychology can be used to investigate practical pedagogical problems. Future studies are necessary to extend our understanding of how pre-reading conversations in classrooms influence silent reading performance.
Marcus Johnson, Ph.D. (Committee Chair)
Hye Pae, Ph.D. (Committee Chair)
Vicki Plano Clark, Ph.D. (Committee Member)
156 p.
English As A Second Language
college reading; ESL; inner speech; mixed methods; working memory; convergent

Recommended Citations

Citations

  • Yang, N. (2021). Inner Speech in College ESL Reading: A Mixed Methods Study [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627665232620924

    APA Style (7th edition)

  • Yang, Na. Inner Speech in College ESL Reading: A Mixed Methods Study. 2021. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627665232620924.

    MLA Style (8th edition)

  • Yang, Na. "Inner Speech in College ESL Reading: A Mixed Methods Study." Doctoral dissertation, University of Cincinnati, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627665232620924

    Chicago Manual of Style (17th edition)

ucin1627665232620924
229
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This open access ETD is published by University of Cincinnati and OhioLINK.