Processing of a multi-representational science passage by ESL learners
Verbal input is integral and is the core component in any language learning materials. As such, despite the incorporation of non-verbal input to facilitate language learning, language learners, more often than not, give attention more to the verbal components as opposed to the non-verbal ones....
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16813/1/42700-143239-2-PB.pdf http://journalarticle.ukm.my/16813/ https://ejournal.ukm.my/gema/issue/view/1356 |
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| Summary: | Verbal input is integral and is the core component in any language learning materials. As such,
despite the incorporation of non-verbal input to facilitate language learning, language learners,
more often than not, give attention more to the verbal components as opposed to the non-verbal
ones. This paper reports on a study undertaken to examine 28 ESL undergraduates’ eye
fixations when reading a science passage in English with an accompanying diagram. The data
collection involves two stages. The first stage concerned the reading of the science passage and
the second stage comprised short retrospective interviews conducted to explore the reasons
behind the learners’ processing. Results of the eye tracking analysis indicate that similar to the
processing of language learning materials, the ESL learners’ processing of the science passage
was also mainly focused on the text (henceforth, “heavily text-based”). Findings from the
retrospective interviews indicate that although a heavily text-based processing strategy was
evident, most of the learners found the graphic input helpful. Analysis of the interviews also
revealed that some learners were not aware of the strategies that they employed during the
reading process. Although the eye tracking data imply that the ESL learners lacked the
awareness and strategy to read and process multi-representational science texts in English
effectively, the interviews suggest that they were aware of the potential and benefits of
processing the accompanying diagram for overall comprehension. Effective design principles
for multi-representational materials are suggested to promote more strategic processing among
learners. |
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