Learning with multi-representational texts in a second language: An eye-tracking investigation

Jaafar, Nurjanah Mohd; Ainsworth, Shaaron E.; van Heuven, Walter J.B.

Abstract

© ISLS. Integrating verbal and pictorial information is fundamental in learning multi-representational materials and is reported to correlate with various positive outcomes of learning. To investigate how non-native English readers engage with multi-representational texts, the eye movements of 32 university students were examined while they read a multi-representational text in their second language (L2). The role of prior knowledge, L2 vocabulary knowledge and L2 reading comprehension ability was also investigated. No significant correlations emerged between eye-movement patterns and individual differences but there were significant correlations between eye-movement patterns and learning outcome. This study found partial support that greater integrations between text and pictures by non-native English readers was associated with a better learning outcome. Text-dominant processing and text-guided integrative processing appear to be equally important when reading multi-representational texts in the L2.

Citation

Jaafar, N. M., Ainsworth, S. E., & van Heuven, W. J. (2018, June). Learning with multi-representational texts in a second language: An eye-tracking investigation. Presented at International Conference of the Learning Sciences, London, UK

• Presentation Conference Type: Conference Paper (published)
• Conference Name: International Conference of the Learning Sciences
• Start Date: Jun 17, 2018
• Publication Date: Jun 17, 2018
• Deposit Date: Aug 5, 2024
• Publicly Available Date: Oct 30, 2024
• Peer Reviewed: Peer Reviewed
• Pages: 969-972
• DOI: https://doi.org/10.22318/cscl2018.969
• Public URL: https://nottingham-repository.worktribe.com/output/3159087
• Publisher URL: https://repository.isls.org/handle/1/533