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Nineteen intermediate and advanced German L2 learners outlined the German government’s position on immigration; think-aloud protocols recorded reading behavior, showing partial replication and no coherent intertext model for the task goal.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comprehending-and-learning-from-internet-sources-a-conceptual-replication-study-of-goldman-et-al-2012/595735/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comprehending-and-learning-from-internet-sources-a-conceptual-replication-study-of-goldman-et-al-2012/595735.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study trying to replicate from Goldman et al. (2012)?","Question",{"text":112,"@type":113},"It replicates the conceptual investigation of how better vs. poorer learners process and learn from multiple Internet textual sources, focusing on reading behaviors and related comprehension processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted for the L2 learners?",{"text":117,"@type":113},"Nineteen intermediate and advanced German L2 learners used a set of five Internet sources that varied in reliability and suitability for the task, while think-aloud protocols recorded reading behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about better versus poorer learners?",{"text":121,"@type":113},"Better learners used more varied reading strategies overall, including more self-explanation and monitoring, and they skipped more unfamiliar words; however, neither group produced reading and research skills leading to a coherent intertext model for the task goal.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595735,1792161770,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico (online) issn 2056–9017  \nArticle  \nComprehending and learning from Internet sources: A conceptual replication study of Goldman, Braasch, Wiley, Greasser and Brodowinska (2012)  \nSusanne Rott and Bianca Gavin  \nAbstract  \nThis investigation reports on a conceptual replication of Goldman et al. (2012) which sought to determine processing patterns of better and poorer learners as they attempted to comprehend and learn from seven textual sources on the Internet in their native language English. The aim of the current investigation was to explore how reading multiple textual sources in the L2 interacts with sense making, monitoring and evaluation processes during reading and researching on the Internet. Nineteen intermediate and advanced learners of German were asked to outline the position of the German government regarding immigration. L2 readers received aselection of five Internet sources which varied in reliability and appropriateness for the research assignment. Students’ reading behavior was recorded through thinkaloud protocols. The findings only partially replicated Goldman et al. Better learners used significantly more varied reading strategies overall than poorer learners. Their reading behavior was marked by greater use of self-explanation and monitoring. Better learners also skipped more unfamiliar words. Nevertheless, neither group of L2 readers employed reading and research skills that lead to a coherent intertext model fulfilling the goal of the research task.  \nKeywords: comprehension strategies; integration of knowledge; reading multiple texts  \nAffiliation  \nUniversity of Illinois at Chicago, School of Literatures, Cultural Studies, and Linguistics, Chicago, IL, USA. email: [srott@uic.edu](srott@uic.edu) (corresponding author)  \ncalico vol 32.2 2015 323–354 ©2015, equinox publishing  \ndoi : 10.1558/cj.v32i2.25139  \n324 Comprehending and learning from Internet sources  \nIntroduction  \nIncreasingly, students in foreign and second language education conduct research on the Internet. Students are often asked to complete short research assignments and present their findings in oral presentations or create reading materials for the entire class that are disseminated through wiki software (e.g., Arnold, Ducate, & Kost, 2009; Aydin & Yildiz, 2014; Ducate, Anderson, & Moreno, 2011; Kessler, Bikowski & Boggs, 2012; Kost, 2011; Rott & Weber, 2013) . Some instructors have even integrated student’ research summaries posted in wikis into the content of their courses (e.g., Arnold, Ducate,& Kost, 2009; Rott & Weber, 2013) . Because websites are constantly updated they provide language learners with the most current information and perspectives on socio-cultural topics discussed in culture studies courses, such as debates concerning minimum wage and immigration. Likewise, websites generally convey information in the form of concise outlines and summaries of what the author wants to explain to their readers (e.g., newspapers, websites of the government, political parties, museums, etc.) . Consequently, easy access – anytime and anywhere where there is an Internet connection – to such relatively short web-based materials has catalyzed student research in the L2 and thereby can present advantages over book-based library research.  \nConducting any research – Internet or book-based – requires learners to read multiple sources written by different authors and interest groups for different audiences. Yet, relying on Internet sources can be problematic considering that ‘anybody can post about anything to a website’ (Goldman et al., 2012: 356). Therefore, critical reading skills are essential to evaluate the reliability of the information and the interests promoted by the source. Accordingly, conducting research entails the integration of information from multiple sources, the acquisition of a knowledge base, and subsequently the selection of information deemed essential to present the research findings in a coherently organized ","cbCaic6AHJGZvpjs","https://ap.wps.com/l/cbCaic6AHJGZvpjs","pdf",591915,32,"English","# Introduction\n## Conceptual replication focus\n## Multiple-source comprehension and reliability\n## Role of evaluative processes\n# Review of literature and prior study context\n# Methodology and findings interpretation\n# Limitations","[{\"question\":\"What is the study trying to replicate from Goldman et al. (2012)?\",\"answer\":\"It replicates the conceptual investigation of how better vs. poorer learners process and learn from multiple Internet textual sources, focusing on reading behaviors and related comprehension processes.\"},{\"question\":\"How was the study conducted for the L2 learners?\",\"answer\":\"Nineteen intermediate and advanced German L2 learners used a set of five Internet sources that varied in reliability and suitability for the task, while think-aloud protocols recorded reading behavior.\"},{\"question\":\"What did the findings show about better versus poorer learners?\",\"answer\":\"Better learners used more varied reading strategies overall, including more self-explanation and monitoring, and they skipped more unfamiliar words; however, neither group produced reading and research skills leading to a coherent intertext model for the task goal.\"}]","Comprehending and learning from Internet sources - A conceptual replication study of Goldman et al. (2012) | PDF",1792081764,81]