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Split attention in reading comprehension for ESL/EFL: Reducing extraneous cognitive load by using integrated format in reading comprehension - Couverture souple

CONG MINH HUNG, HUYNH

 
9783639183634: Split attention in reading comprehension for ESL/EFL: Reducing extraneous cognitive load by using integrated format in reading comprehension
Couverture souple
ISBN 10 : 3639183630 ISBN 13 : 9783639183634
Editeur : VDM Verlag, 2009

Synopsis

Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehension that can lead to improvement in reading. The aim of this book is to analyze the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in English as a foreign/second language (EFL/ESL) by comparing two instructional formats: split attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and 10 questions integrating physically into the text. The split attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehension that can lead to improvement in reading. The aim of this book is to analyze the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in English as a foreign/second language (EFL/ESL) by comparing two instructional formats: split attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and 10 questions integrating physically into the text. The split attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.

Biographie de l'auteur

Huynh Cong Minh Hung holds a Master of Education in applied linguistics (University of New South Wales, Australia) and a Master of Arts in Russian Linguistics (HCMC University of Social Sciences and Humanities, Vietnam). He is a senior lecturer at the HCMC University of Education, Vietnam.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag
Date d'édition
2009
Langue
anglais
ISBN 10 
3639183630
ISBN 13 
9783639183634
Reliure
Broché
Nombre de pages
88
Coordonnées du fabricant
non disponible
Personne responsable
non disponible