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....
| 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/ http://journalarticle.ukm.my/16813/1/42700-143239-2-PB.pdf |
| _version_ | 1848814148657348608 |
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| author | Nurjanah Mohd Jaafar, Siew, Ming Thang |
| author_facet | Nurjanah Mohd Jaafar, Siew, Ming Thang |
| author_sort | Nurjanah Mohd Jaafar, |
| building | UKM Institutional Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-15T00:29:29Z |
| format | Article |
| id | oai:generic.eprints.org:16813 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:29:29Z |
| publishDate | 2020 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org: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 |
| spellingShingle | Nurjanah Mohd Jaafar, Siew, Ming Thang Processing of a multi-representational science passage by ESL learners |
| title | 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_short | Processing of a multi-representational science passage by ESL learners |
| title_sort | processing of a multi-representational science passage by esl learners |
| url | http://journalarticle.ukm.my/16813/ http://journalarticle.ukm.my/16813/ http://journalarticle.ukm.my/16813/1/42700-143239-2-PB.pdf |