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This study evaluates a contextualized variant, the story maze, and reports results consistent with earlier work. A story maze training-test paradigm shows that learners trained on structures unlike their native English exhibit minimal reaction-time differences versus comparable training groups, suggesting the task can support learning of processing-challenging constructions. Quantitative and qualitative surveys also indicate high learner engagement.",{"@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/second-language-learning-with-the-story-maze-task-examining-the-training-effect-of-weaving-through-stories/595605/",{"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/second-language-learning-with-the-story-maze-task-examining-the-training-effect-of-weaving-through-stories/595605.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the story maze task and what does it measure?","Question",{"text":112,"@type":113},"The story maze is a contextualized maze task used to measure real-time incremental sentence processing through reaction-time performance while participants select correct grammatical continuations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the training effect relate to learners’ native language?",{"text":117,"@type":113},"Learners trained on structures differing from their native language (English) showed little reaction-time differences between similar-to-English and different-from-English structures compared with learners trained on English-similar structures, suggesting the task supports difficult constructions.",{"name":119,"@type":110,"acceptedAnswer":120},"How did learners perceive the task?",{"text":121,"@type":113},"Quantitative and qualitative survey results indicated that learners found the story maze task highly engaging, supporting its usefulness as a language-learning tool.","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},595605,1792209313,{"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":29,"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,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","CJAL * RCLA Enkin 1  \nSecond Language Learning with the Story Maze Task: Examining the Training Effect of Weaving Through Stories  \nElizabeth Enkin  \nUniversity of Nebraska-Lincoln  \nAbstract  \nThe maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with previous research results (Enkin & Forster, 2014), and highlight the merits of using the contextualized maze version for language (Spanish) learning. Specifically, a story maze training-test paradigm revealed that learners trained on structures differing from their native language (English) showed little difference in reaction times between similar-to-English and different-from-English structures as compared to learners who were trained on structures similar to English, thus showing that the story maze task may help students learn constructions that may pose processing difficulty. Quantitative and qualitative survey data further showed that learners found the task highly engaging, thereby emphasizing its promising usefulness.  \nRésumé  \nLa tâche des labyrinthes est une procédure expérimentale en psycholinguistique qui mesure en temps réel la compréhension croissante de phrases. La tâche a récemment été testéecomme outil d’apprentissage d’une langue seconde et offre des résultats prometteurs. Par conséquent, la présente étude examine les mérites d’une version contextualisée de cettetâche : le labyrinthe d’histoires. Les résultats sont compatibles avec les conclusions d’une étude antérieure (Enkin et Forster, 2014) et mettent en lumière les mérites de l’utilisation dela version contextualisée des labyrinthes pour l’apprentissage d’une langue étrangère (l’espagnol) . Spécifiquement, un paradigme de test formation de labyrinthe d’histoires arévélé que les apprenants formés à des structures différentes de leur langue maternelle (l’anglais) ont montré peu de différence en temps de réaction entre des structures similaires à l’anglais ou différentes de l’anglais, comparé à des apprenants formés à des structures similaires à l’anglais. Ces résultats montrent ainsi que la tâche des labyrinthes d’histoirespeut aider les étudiants à apprendre des constructions posant des difficultés de compréhension. Par ailleurs, des résultats de recherche quantitative et qualitative ont montré que les apprenants trouvaient cette tâche très captivante, soulignant ainsi son utilité prometteuse.  \nThe Canadian Journal of Applied Linguistics: 19, 1 (2016): 1-21  \nCJAL * RCLA Enkin 2  \nSecond Language Learning with the Story Maze Task: Examining the Training Effect of Weaving Through Stories  \nIntroduction  \nThe focus of this article is on how a task, called the story maze, can be used to assist with second language (L2) learning. The story maze task (described in further detail later) is a modified version of a maze task, which is a procedure that is used in psycholinguistic experiments to measure reaction times (in milliseconds) as subjects read and comprehend sentences (Forster, 2010; Forster, Guerrera, & Elliot, 2009; J. Witzel & Forster, 2014; N. Witzel, Witzel, & Forster, 2012; Qiao, Shen, & Forster, 2012) . This task is called an online task because it aims to measure real-time processing of sentences (as opposed to offline tasks where subjects have more time to reflect on their responses—see Marinis, 2003, for areview of online tasks). In the maze task, participants are asked to weave their way through a sentence by selecting the correct grammatical alternative from two choices, thereby presenting a “maze” to participants. As is typical for psycholinguistic tasks that aim to measure real-time processing speed, subjects are asked to complete the maze task as quickly as possible, though not so quickly that a mistake is made.  ","cbCaidNCnXVnYzSj","https://ap.wps.com/l/cbCaidNCnXVnYzSj","pdf",303258,21,"English","# Abstract\n# Introduction\n## Online story maze task overview\n## Grammaticality vs lexicality maze (G-maze vs L-maze)\n## Task procedure and example frames","[{\"question\":\"What is the story maze task and what does it measure?\",\"answer\":\"The story maze is a contextualized maze task used to measure real-time incremental sentence processing through reaction-time performance while participants select correct grammatical continuations.\"},{\"question\":\"How does the training effect relate to learners’ native language?\",\"answer\":\"Learners trained on structures differing from their native language (English) showed little reaction-time differences between similar-to-English and different-from-English structures compared with learners trained on English-similar structures, suggesting the task supports difficult constructions.\"},{\"question\":\"How did learners perceive the task?\",\"answer\":\"Quantitative and qualitative survey results indicated that learners found the story maze task highly engaging, supporting its usefulness as a language-learning tool.\"}]","Second Language Learning with the Story Maze Task - Examining the Training Effect of Weaving Through Stories | PDF",1792081464,53]