Re-thinking L1-L2 similarities and differences in English proficiency: Insights from the ENglish Reading Online (ENRO) project.

Authors

Noam Siegelman, Hebrew University of Jerusalem
Irina A. Sekerina, irina.sekerina@csi.cuny.eduFollow
Victor Kuperman, McMaster University

Document Type

Article

Publication Date

3-2024

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.

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