利用L1提升L2： L1脚手架式真实阅读干预的见解

This study examined the effects of integrating L1 translation into an L1 scaffolded authentic reading intervention designed to improve English for Academic Purposes (EAP) learners’ reading proficiency. While the intervention was informed by principles of extensive reading (ER), it does not claim to be a traditional ER study; rather, it investigates the role of L1 translation in making authentic academic texts accessible to intermediate EFL learners. Overall, the study highlights the pedagogical potential of L1 supported reading interventions specifically for EAP contexts, where authentic mater