Abstract
This exploratory case study examined the influence of L1 use as mediation in L2 reading comprehension. Based on the retelling task in intermediate Japanese class, the author analyzed the proportion of notes taken in L1 concerning the rate of successfully retold idea units of reading materials. The result indicates no correlation between the proportion of notes taken in L1 and the rate. In addition, the rate of successfully retold idea units does not correlate with the difficulty/readability level of the reading materials. A more detailed and wider range of data collection is needed to be addressed in future studies.
