We studied Japanese English as a Foreign Language (EFL) learners’ cognitive processes when reading two texts and answering intratext or intertext questions, a format that demands attention toward discrete pieces of information across texts. In Experiment 1, 38 Japanese undergraduate and graduate students read 16 pairs of short texts and answered comprehension questions with four options each. Their eye movements were recorded, which was followed by post-reading interviews. Experiment 2 involved a think-aloud protocol study with 30 Japanese EFL learners. We found that cognitive processes in multiple-text reading largely overlapped across the question types. However, the intertext questions led participants to read more evenly, avoiding reliance on specific answer-related sentences. Questions identifying similarities between texts prompted deeper engagement and utilization of test-taking strategies compared to those detecting differences. The question-answering processes were consistent regardless of whether the participants answered each question correctly. However, those who responded inaccurately tended to frequently return to the texts. Through multiple rounds of data collection, we found that the question answering processes involved in multiple-text reading in a second language were consistent regardless of question type, but intertext questions were effective for eliciting readers’ knowledge of the text structure, one of the higher-level strategies.
Hijikata et al. (Wed,) studied this question.