[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600903-105":59,"doc-detail-600903-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","designing-l2-reading-lab-courseware-at-the-intermediate-level-paper","Designing L2 Reading Lab Courseware at the Intermediate Level - Paper","","Despite growing emphasis on literacy-based foreign language instruction, communicative approaches still often sideline reading practice. While extensive reading research shows benefits for L2 development, instructors cite budget limits, insufficient time, and coordination challenges as barriers. This paper addresses those concerns by designing a free Hot Potatoes-based courseware model for third-semester Spanish students, estimating semester reading quantity, passage length, and comprehension item counts, and showing that the approach can transfer across languages and instructional levels.",{"@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/designing-l2-reading-lab-courseware-at-the-intermediate-level-paper/600903/",{"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/designing-l2-reading-lab-courseware-at-the-intermediate-level-paper/600903.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in L2 reading instruction?","Question",{"text":112,"@type":113},"It addresses the gap between literacy-based instruction and the communicative approach’s tendency to keep oral proficiency focused while reading practices remain underincluded.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study respond to instructor concerns about implementing reading practices?",{"text":117,"@type":113},"It proposes a free courseware model informed by extensive and intensive reading research, designed to fit curriculum constraints by planning reading quantity, passage length, and comprehension item counts.",{"name":119,"@type":110,"acceptedAnswer":120},"What courseware tool and learner level does the paper focus on?",{"text":121,"@type":113},"It uses Hot Potatoes to create courseware for third-semester Spanish students in a fully online course format.","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},600903,1792497398,{"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":14,"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},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Designing L2 Reading Lab Courseware at the Intermediate Level  \nConcepción B. Godev  \nUniversity of North Carolina—Charlotte  \nAbstract  \nDespite increasing attention on literacy-based approaches to foreign language instruction (e.g. Allen & Dupuy, 2013; Barrette, Paesani, & Vinall, 2010; Byrnes, 2005; Kern, 2004; Magnan, Murphy, & Sahakyan, 2014) the communicative approach’s emphasis on oral proficiency continues to shadow reading practices. Although research findings commonly report that extensive reading (pleasure reading) promotes L2 development (Al-Homoud & Schmitt 2009; Day, 2015; Mason & Krashen, 1997), instructors have reported that they do not include these reading practices in the curriculum due to budgetary constraints on reading resources, lack of instructional time, and concern over the complex coordination of reading resources (Macalister, 2010). The purpose of this paper is to respond to instructor concerns by demonstrating the creation of a free courseware model—informed by research findings on extensive reading and intensive reading—for developing third-semester Spanish students’ L2 reading skills and proficiency. This study reports on the process of designing a free courseware model (using Hot Potatoes) by: (1) estimating the amount of reading that students could complete in one semester within the time span of a three-credit course, 2) estimating the average length of the reading passages in the modules, and 3) estimating the number of reading-comprehension activity items associated with each passage. This process for infusing intentional L2 reading into the curriculum can be implemented across languages and instructional levels. Key words: Digital literacy, L2 reading, extensive reading, intensive reading.  \nBackground  \nUnderdeveloped reading fluency and vocabulary are two of the reasons why students experience so much difficulty when they reach upper-division L2 courses, whose content and structure are articulated around literacy-based tasks (Barrette, Paesani, & Vinall, 2010; Kern 2004; Magnan, Murphy, & Sahakyan, 2014) . By the time students begin to take upper-division content courses, they often have not had enough exposure to reading in order to automate the processing of vocabulary orto be able to read groups of words at once, which is a crucial process that facilitates reading comprehension (Hosenfeld, 1977) . In a case study, Godev (2011) provides evidence that instructors may overestimate the vocabulary size of learners of Spanish enrolled in third-year courses of advanced conversation and composition. It is likely that overestimation, not only of learners’ vocabulary size but also of other aspects of reading proficiency (e.g., ability to process morphological and syntactical elements, and general reading speed), may be affecting curricular decisions in upper-division  \n140 Dimension 2017  \ncontent courses to the detriment of learners. Instructors’ overestimations of students’reading proficiency is also discussed by Vanderplank (2008), who points out the gap between the level of difficulty of what students are asked to read and their actual language proficiency.  \nIn my personal experience, a student in third-semester-Spanish1 once asked me how her reading proficiency level in Spanish compared to that ofa native speaker in terms of school grade level. The type of information the student needed was not a proficiency description according to the ACTFL Guidelines. Rather, she was seeking a specific type of comparison that required more fine-grained performance assessment criteria. Her question prompted me to research the criteria that are used to assess school grade-level reading proficiency in the native language (L1) . In order to assess school grade-level reading proficiency in the L1, researchers use tangible criteria that can be quantified, such as reading fluency, which is defined as a function of the speed of reading words correctly in terms of words per minute when reading aloud (Hudson, Lan","cbCaid3Al7eN8zQs","https://ap.wps.com/l/cbCaid3Al7eN8zQs","pdf",445784,27,"English","# Abstract\n# Background\n# Reading fluency and assessment criteria\n# Courseware design rationale and implementation\n# Article aims","[{\"question\":\"What problem does the paper address in L2 reading instruction?\",\"answer\":\"It addresses the gap between literacy-based instruction and the communicative approach’s tendency to keep oral proficiency focused while reading practices remain underincluded.\"},{\"question\":\"How does the study respond to instructor concerns about implementing reading practices?\",\"answer\":\"It proposes a free courseware model informed by extensive and intensive reading research, designed to fit curriculum constraints by planning reading quantity, passage length, and comprehension item counts.\"},{\"question\":\"What courseware tool and learner level does the paper focus on?\",\"answer\":\"It uses Hot Potatoes to create courseware for third-semester Spanish students in a fully online course format.\"}]","Designing L2 Reading Lab Courseware at the Intermediate Level - Paper | PDF",1792091608,68]