A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance

Yang, Juan; Qi, Xiaofei; Wang, Ling; Sun, Bo; Zheng, Mengxue

Abstract

Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy in English (L2) reading. Its efficacy in reading comprehension has been inconclusive due to the lack of studies on the relationship among attention, cognitive load and L2 reading comprehension, with the possibility that the synchronous auditory input lessens attention to the visual input. We present a study of 41 Mandarin-speaking 8-year-old children reading English texts in three modes in a between-participants design. Data of cognitive load, comprehension scores and attention were fitted to a formal mathematical model, which confirmed that influences on L2 reading comprehension could be captured by interactions between attention and cognitive load. Based on the findings, three implications regarding how to appropriately apply auditory-assistant tools to L2 reading were generated.

Citation

Yang, J., Qi, X., Wang, L., Sun, B., & Zheng, M. (2022). A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance. The Journal of Educational Research, 115(1), 51-63. https://doi.org/10.1080/00220671.2022.2027327

• Journal Article Type: Article
• Acceptance Date: Jan 6, 2022
• Online Publication Date: Jan 22, 2022
• Publication Date: 2022
• Deposit Date: Jan 24, 2022
• Publicly Available Date: Jul 23, 2023
• Journal: The Journal of Educational Research
• Print ISSN: 0022-0671
• Electronic ISSN: 1940-0675
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 115
• Issue: 1
• Pages: 51-63
• DOI: https://doi.org/10.1080/00220671.2022.2027327
• Public URL: https://durham-repository.worktribe.com/output/1219106