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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: Nurjanah Mohd Jaafar,, Siew, Ming Thang
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2020
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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spelling my-ukm.journal.168132021-06-16T01:59:39Z http://journalarticle.ukm.my/16813/ Processing of a multi-representational science passage by ESL learners Nurjanah Mohd Jaafar, Siew, Ming Thang 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. Penerbit Universiti Kebangsaan Malaysia 2020-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/16813/1/42700-143239-2-PB.pdf Nurjanah Mohd Jaafar, and Siew, Ming Thang (2020) Processing of a multi-representational science passage by ESL learners. GEMA ; Online Journal of Language Studies, 20 (4). pp. 18-29. ISSN 1675-8021 https://ejournal.ukm.my/gema/issue/view/1356
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Nurjanah Mohd Jaafar,
Siew, Ming Thang
spellingShingle Nurjanah Mohd Jaafar,
Siew, Ming Thang
Processing of a multi-representational science passage by ESL learners
author_facet Nurjanah Mohd Jaafar,
Siew, Ming Thang
author_sort Nurjanah Mohd Jaafar,
title Processing of a multi-representational science passage by ESL learners
title_short Processing of a multi-representational science passage by ESL learners
title_full Processing of a multi-representational science passage by ESL learners
title_fullStr Processing of a multi-representational science passage by ESL learners
title_full_unstemmed Processing of a multi-representational science passage by ESL learners
title_sort processing of a multi-representational science passage by esl learners
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2020
url http://journalarticle.ukm.my/16813/1/42700-143239-2-PB.pdf
http://journalarticle.ukm.my/16813/
https://ejournal.ukm.my/gema/issue/view/1356
_version_ 1703961593555976192
score 13.211869

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