Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project

Authors

Noam Siegelman, The Hebrew University of JerusalemFollow
Irina Elgort, Victoria University of Wellington
Marc Brysbaert, Ghent University
Niket Agrawal, Indian Institute of Technology Kanpur
Simona Amenta, University of Milano-Bicocca
Jasmina Arsenijevic Mijalkovic, University of Belgrade
Christine S. Chang, National Taiwan Normal University
Daria Chernova, Saint Petersburg State University
Fabienne Chetail, Université libre de Bruxelles
A. J. Benjamin Clarke, Thammasat University
Alain Content, Université libre de Bruxelles
Davide Crepaldi, International School for Advanced Studies
Nastag Davaabold, Khovd Branch of National University of Mongolia
Shurentsetseg Delgersuren, Khovd Branch of National University of Mongolia
Avital Deutsch, The Hebrew University of Jerusalem
Veronika Dibrova, Tomsk State University
Denis Drieghe, University of Southampton
Dušica Filipovic Ðurđevic, University of Belgrade
Brittany Finch, Michigan State University
Ram Frost, The Hebrew University of Jerusalem
Carolina A. Gattei, Universidad Torcuato Di Tella
Esther Geva, University of Toronto
Aline Aline Godfroid, University of Toronto
Lindsay Griener, University of Alberta
Esteban Hernández-Rivera, McGill University
Anastasia Ivanenko, Higher School of Economics Moscow
Juhani Järvikivi, University of Alberta
Lea Kawaletz, Heinrich-Heine-Universität Düsseldorf
Anurag Khare, Indian Institute of Technology Kanpur
Jun Ren Lee, National Taiwan Normal University
Charlotte E. Lee, University of Southampton
Christina Manouilidou, University of Ljubljana
Marco Marelli, University of Milano-Bicocca
Timur Mashanlo, Tomsk State University
Ksenija Mišic, University of Belgrade
Koji Miwa, Nagoya University
Pauline Palma, McGill University
Ingo Plag, Heinrich-Heine-Universität Düsseldorf
Zoya Rezanova, Tomsk State University
Enkhzaya Riimed, Khovd Branch of National University of Mongolia
Jay Rueckl, Haskins Laboratories
Sascha Schroeder, University of Goettingen
Irina A. Sekerina, CUNY College of Staten Island
Diego E. Shalom, Universidad de Buenos Aires
Natalia Slioussar, Higher School of Economics Moscow
Neža Marija Slosar, University of Ljubljana
Vanessa Taler, University of Ottawa
Kim Thériault, University of Ottawa
Debra Titone, McGill University
Odonchimeg Tumee, Khovd Branch of National University of Mongolia
Ross van de Wetering, Victoria University of Wellington
Ark Verma, Indian Institute of Technology Kanpur
Anna Fiona Weiss, Catholic University of Eichstaett-Ingolstadt
Denise Hsien Wu, National Taiwan Normal University
Victor Kuperman, McMaster University

Document Type

Article

Publication Date

2023

Abstract

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.