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Lexical inference is an important word learning method, yet it is still unknown what kind of instruction will improve inference accuracy. In this study we investigated whether think-aloud can enhance metacognitive strategies while inferring the meaning of unknown words encountered during reading and lead to higher inference accuracy. Two groups of college-level Korean L1 ESL students inferred the meanings of pseudowords in a short passage in a pretest-posttest design. The think-aloud group (n = 19) performed the task verbalizing their thoughts, while the control group (n = 20) performed it silently. The results indicated a significant gain in inference accuracy for the think-aloud group. Based on further analyses of the think-aloud protocol, the study addresses the importance of the quality of think-aloud in L2 performance.

Research Forum: The Role of Think-Aloud and Metacognitive Strategies in L2 Meaning-Inference During Reading