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Challenges for Arabic L1 English readers

This research examines the challenges faced by Arabic L1 English readers in the classroom, particularly in relation to visual processing and cognitive load. The study aims to develop a classroom tool to identify students experiencing visual processing strain and provides strategies to reduce cognitive load.

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Challenges for Arabic L1 English readers

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  1. Challenges for Arabic L1 English readers • Jennifer Ball Griffith University, Australia (formerly Zayed University, UAE)

  2. Todays session • Background to the research • Theory • Cognitive Load • Visual Processing • Attention • The Research • Classroom checklist • Classroom strategies • Some ideas from the literature

  3. Background to the research

  4. Theory Cognitive load theory (Miller,1956; Sweller, Merrienboer, & Paas, 1998)

  5. The Information Processing Model( Long Term Memory Working Memory Rehearsal DURATION Sensory Memory CAPACITY (Atkinson & Shiffrin,1968; Goldstein, 2010; Keysers, Xiao, Foldiak & Perrett, 2005; Palmer, 1999)

  6. So why is this important to L2 Reading? • Reading involves visual processing + comprehension + critical evaluation • All 3 happen in Working Memory • The visual processing skills required for reading are developmental:- Are the same skills developed to read all languages? (Birch, 2007; Dweik, Abu,& Mustafa 2007; Randall, 2007)

  7. Attention Reading (Lanthier, Risko, Stolz, & Besner, 2009; Pollatsek& Rayner, 2005; Randall & Meara, 1988; Randall 2007; Rayner, 1998; Theeuwes & Belopolsky, 2010)

  8. (Borsting, 1995; Palmer, 1999; Verdes, 2010)

  9. The Research Questions • Do Arabic L1 EFL students demonstrate behaviours similar to those known as possible indicators of visual processing strain? • Is there a relationship between these behaviours and English language learning? Aims: To develop a classroom tool to indicate when students might be experiencing visual processing strain.

  10. The checklist • Tilts head or closes one eye when reading • Avoids or seems to have difficulty copying from whiteboard. • Avoids reading • Writes uphill or downhill • Has poor spacing in writing • Has a short attention span. • Has difficulty completing assignments in time allotted • Has difficulty organizing themself for study. eg remembering book and pen. • Fatigues easily • Continues talking even when asked to stop (either in Arabic or English) • Is performing below your expectations • Is a strong English speaker • Omits small words when reading • Has an abnormal pencil/ pen grip Chronback’s Alpha coefficient= 7.94 (Goldstein, 1999; Pallant, 2011)

  11. Zayed Results • 5 classes – 4 female / 1 male • total of 50 students • All classes around intermediate level (ZU classes 4-6) • Strong negative correlation between the number of observed behaviour and final grade for the term (r= -.62 n=34 p<.001) • With a higher number of observed behaviours associated with lower final grades.

  12. Classroom Strategies Working Memory Visual Processing How might the checklist inform the choices you make in the classroom? (Pass, Tuovinen, Tabbers & Gerven, 2003; Pollatsek& Rayner, 2005; Randall, 2007; Randall & Meara, 1988 )

  13. Some ideas from the literatureto reduce students Cognitive load • Remember more is not necessarily better • “Delete extraneous words, sounds or graphics” (Mayer,2009) • Minimise input from other senses (eg noise) when visual attention is needed. (Paas, Renki & Sweller, 2003;)

  14. Avoid split attention • Separate vocabulary learning from comprehension exercises • Place labels or vocabulary as close to the item as possible • Present corresponding aural and visual information simultaneously. (Mayer, 2009; Pass, Renkl & Sweller, 2010; Plass, Chun,Mayer & Leutner, 2002; Yeung, Jin, & Sweller, 1998)

  15. Avoid unnecessary visual search • Direct attention using highlighting etc • Use consistency of formatting (Mayer,2009; Plass,Chun, Mayer & Leutner, 2002)

  16. Summary • It may be possible to notice indications of visual processing strain using the checklist • To reduce overall cognitive load eliminate extraneous input • Avoid split attention (spatial / temporal)

  17. References • Abbot, M. (Centre for R. in A. M. and E. (2004). The Identification and Interpretation of Group Differences on the Canadian Language Benchmarks Assessment Reading Items. In Annual Meeting of the National Council on Measurement in Education (NCME) San Diego, California, USA (pp. 1–41). San Diego, California, USA. • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In The psychology of learning and motivation (Vol. 2, pp. 89–195). New York: Academic Press. • Birch, B. M. (2007). English L2 Reading. Mahwah: Lawrence Erlbaum Associates, Inc., Publishers. Borsting, E. J. (1995). Visual Perception and Reading. In Vision and Reading (pp. 149–191). • Dweik, B., Abu, A., & Mustafa, D. (2007). (2007) The Effect of Arabic Proficiency on the English Writing of Bilingual-Jordanian Students. Online Submission: Eric ED497505. • Goldstein, D. (1999). NLD Rating Scale. NLD on the Web! Retrieved February 01, 2014, from http://www.nldontheweb.org/nldentrylevelreading/nldratingscale.html • Goldstein, E. B. (2010). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience (3rd ed.). Cengage Learning, 2010. • Keysers, C., Xiao, D.-K., Foldiak, P., & Perrett, D. I. (2005). Out of Sight but not out of Mind: The Neuropsychology of Iconic Memory in the Superior Temporal Sulcus. In R. I. Rumiati & A. Caramazza (Eds.), The Multiple Functions of Sensory -Motor Representations (pp. 316–332). • Lanthier, S. N., Risko, E. F., Stolz, J. a, & Besner, D. (2009). Not all visual features are created equal: early processing in letter and word recognition. Psychonomic Bulletin & Review, 16(1), 67–73. • Mayer, R. E. (2009). Multi-Media Learning (2nd ed.). Cabridge University Press. • Miller, G. A. (1956). THE MAGICAL NUMBER SEVEN , PLUS OR MINUS TWO :, 63(1). • Paas, F., Renkl, A., & Sweller, J. (2010). Cognitive Load Theory and Instructional Design : Recent Developments Cognitive Load Theory and Instructional Design : Recent Developments, (April 2013), 37–41. • Paas, F., Tuovinen, J. E., Tabbers, H., & Gerven, P. W. M. Van. (2003). Cognitive Load Measurement as a Means to Advance Cognitive Load Theory Cognitive Load Measurement as a Means to Advance Cognitive Load Theory. Educational Psychologist, 38(1), 63–71. • Pallant, J. (2011). SPSS Survival Manual (4th ed.). Sydney: Allen& Unwin. • Palmer, S. E. (1999). Vision Science: Photons to Phenomenology. MIT Press. • Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243. • Pollatsek, A., & Rayner, K. (2005). Reading. In K. Lamberts & R. L. Goldstone (Eds.), The Handbook of Cognition (pp. 276–293). London: SAGE Publications Inc. • Randall, M. (2007). Memory, Psychology and Second Language Learning. John Benjamins B.V. • Randall, M., & Meara, P. (1988). How Arabs Read Roman Letters. Reading in a Foreign Language, 4(2), 133–145. • Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9849112 • Sweller, J., Merrienboer, J. J. G. Van, & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design, 10(3), 251–296. • Theeuwes, J., & Belopolsky, A. (2010). Top-Down and Bottom-Up control of visual selection. In Tutorials in Visual Cognition (pp. 67 – 92). • Verdes, P. (2010). Optometric Evaluation For Learning Related Vision Problems. American Optometric Association. Retrieved May 06, 2010, from http://www.aoa.org/x4639.xml • Yeung, A., Jin, P., & Sweller, J. (1998). Cognitive Load and Learner Expertise: Split-attention and Redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23(1), 1–21. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9514686

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