University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS.

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students.

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning.

Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students.

It can be challenging for teachers to prepare students for a reading comprehension test. While most research on reading comprehension tests focuses on the interaction between the text complexity and test-taker's ability, this study investigates the interaction between the text complexity and degree of difficulty of the tasks, following each text in an adapted reading comprehension test. The experiment examined the plausibility of adapting a reading comprehension test for university students through textual complexity management.