Recent research on the role, the development, and the effectiveness of reading comprehension instructions has provided substantial results concerning the methodology of teaching foreign languages. Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehensions that can lead to improvements in reading skill. The aim of this thesis is to analyse 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 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 IO 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.
| Identifer | oai:union.ndltd.org:ADTP/258384 |
| Date | January 2007 |
| Creators | Cong Minh Huynh, Hung, Education, Faculty of Arts & Social Sciences, UNSW |
| Publisher | Awarded by:University of New South Wales. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Copyright Cong Minh Huynh Hung., http://unsworks.unsw.edu.au/copyright |
Page generated in 0.0016 seconds