Investigating the Effect of Graphic Advance Organizers on Enhancing the Comprehension of German Texts by Adult GFL Learners: An Eye-Tracking Study
الموضوعات :
Farnoosh Mohammadalibeigi
1
(German Department, University of Tehran, Tehran, Iran)
Nader Haghani
2
(German Department, University of Tehran, Tehran, Iran)
Parvaneh Sohrabi
3
(German Department, University of Tehran, Tehran, Iran)
الکلمات المفتاحية: Matrix, eye tracking, foreign language reading, graphic advance organizer,
ملخص المقالة :
Utilizing graphic advance organizers before reading is to construct a mental model of the meaning of the text based on readers' formal prior knowledge of familiar rhetorical schemata, which enhances reading performance. The effectiveness of an animated matrix in improving reading comprehension was investigated in a computer-mediated reading environment. Eye-tracking was employed to examine the reading process of participants performing a German reading task. Two groups of participants (N = 21) were compared in terms of their reading performance quality, the number of main idea units recalled, and the verbatim recall memory. The use of a graphic advance organizer significantly improved reading comprehension quality (p < .05). Based on the eye-tracking results, the two groups of participants showed no significant difference, indicating equivalent exposure to the passage. There is evidence that the user-controlled sequential display of elements grants categorical reading of the matrix and provides minimal guidance to deepen the understanding of the passage, as metacognitive skills are not actively used in linking new material read to parts of the organizer.
Alderson, J. C. (2000). Assessing reading: Cambridge University Press.
Armbruster, B. B., Anderson, T. H., & Meyer, J. L. (1991). Improving Content-Area Reading Using Instructional Graphics. Reading research quarterly, 26, 393-416. https://doi.org/10.2307/747895
Ausubel, D. P. (1978). In Defense of Advance Organizers: A Reply to the Critics. Review of educational research, 48(2), 251-257. doi:10.3102/00346543048002251
Ausubel, D. P. (1968). Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston.
Bannert, M., & Mengelkamp, C. (2013). Scaffolding Hypermedia Learning Through Metacognitive Prompts. In F. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 171-178). Berlin Heidelberg: Springer Science & Business Media.
Bogaerds-Hazenberg, S., Evers-Vermeul, J., & Bergh, H. (2021). A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading research quarterly, 56, 1-28. https://doi.org/10.1002/rrq.311
Bromage, B. K., & Mayer, R. E. (1986). Quantitative and Qualitative Effects of Repetition on Learning From Technical Text. Journal of educational psychology, 78, 271-278. https://doi.org/10.1037/0022-0663.78.4.271
Christmann, U., & Groeben, N. (1999). Psychologie des Lesens. In Handbuch Lesen, 145-223.
Clark, C. H., & Bean, T. (1982). Improving advance organizer research: Persistent problems and future directions. Reading World, 22, 2-10. https://doi.org/10.1080/19388078209557671
Colliot, T., & Jamet, É. (2018). Does self-generating a graphic organizer while reading improve students' learning? Computers and education, 126, 13-22. https://doi.org/10.1016/j.compedu.2018.06.028
Davoudi, M., & Yousefi, D. (2016). The Effect of Graphic Organizer Instruction on Reading Comprehension Improvement of EFL Learners in Iran. Journal of Education and Practice, 7, 1-14. http://www.jallr.com/index.php/JALLR/article/view/925/pdf925
Debb, S., Schaffer, D., & Colson, D. (2020). A reverse digital divide: Comparing information security behaviors of generation Y and generation Z adults. International Journal of Cybersecurity Intelligence and Cybercrime, 3, 42-55. https://www.doi.org/10.52306/03010420GXUV5876
Eitel, A., Scheiter, K., & Schüler, A. (2012). The Time Course of Information Extraction from Instructional Diagrams. Perceptual and Motor Skills, 115(3), 677-701. https://doi.org/10.2466/22.23.PMS.115.6.677-701
Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational psychology review, 28, 717-741. https://doi.org/10.1007/s10648-015-9348-9
Flesch, R. (1948). A new readability yardstick. Journal of applied psychology, 32, 221-233. https://doi.org/10.1037/h0057532
Griffin, C. C., & Tulbert, B. L. (1995). THE EFFECT OF GRAPHIC ORGANIZERS ON STUDENTS' COMPREHENSION AND RECALL OF EXPOSITORY TEXT: A REVIEW OF THE RESEARCH AND IMPLICATIONS FOR PRACTICE. Reading & writing quarterly, 11, 73-89. https://doi.org/10.1080/1057356950110106
Guri-Rozenblit, S. (1989). Effects of a Tree Diagram on Students' Comprehension of Main Ideas in an Expository Text with Multiple Themes. Reading research quarterly, 24, 236-247. https://doi.org/10.2307/747866
Hall, T., & Strangman, N. (2008). Graphic organizers: A report or the National Center on Assessing the General Curriculum at the Center for Applied Special Technology. Walch Education, 1-10. https://www.northernhighlands.org/cms/lib5/nj01000179/centricity/ domain/18/graphic_organizers_2008.pdf
Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The Effects of Text Structure Instruction on Expository Reading Comprehension: A Meta-Analysis. Journal of educational psychology, 108, 609-629. https://doi.org/10.1037/edu0000082
Heidarifard, M. (2014). The Effect of Graphic Organizers on L2 Learners Reading Comprehension. Journal of American Science, 10, 62-72. http://www.jofamericanscience. org/journals/amsci/am1003s/008_24009am1003s14_62_72.pdf
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures: Oxford University Press.
Jairam, D., Kiewra, K. A., Kauffman, D. s. F., & Zhao, R. (2012). How to study a matrix. Contemporary Educational Psychology, 37, 128-135. https://doi.org/10.1016/j.cedpsych .2011.10.003.
Jiang, X., & Grabe, W. (2007). Graphic Organizers in Reading Instruction: Research Findings and Issues. Reading in a foreign language, 19, 34-55. https://files.eric.ed.gov/fulltext /EJ759839.pdf
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological review, 87(4), 329-354. https://doi.org/10.1037/0033-295X.87.4.329
Kauffman, D. F., & Kiewra, K. A. (2010). What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization. Instructional science, 38(6), 679-705. doi:10.1007/s11251-009-9095-8
Kiewra, K. A., & Benton, S. L. (1988). The relationship between information-processing ability and notetaking. Contemporary Educational Psychology, 13, 33-44.
Kiewra, K. A. (2004). Learn how to study and soar to success. Upper Saddle River NJ: Pearson Education.
Kiewra, K. A. (2012). Using Graphic Organizers to Improve Teaching and Learning. IDEA Paper 51, 1-10. https://ideacontent.blob.core.windows.net/content/sites/2/2020/01/PaperIDEA _51.pdf
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological review, 85, 363-394.
Li, J.-T., Tong, F., Irby, B. J., Lara-Alecio, R., & Rivera, H. (2021). The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis. Language Teaching Research. https://doi:10.1177/1362168821994133
Liu, P. L. (2014). Using eye tracking to understand the responses of learners to vocabulary learning strategy instruction and use. Computer Assisted Language Learning, 27(4), 330-343. https://doi.org/10.1080/09588221.2014.881383
Lodewick, K. (2020). DSH- und Studienvorbereitung. Nur Mut! Preparation For Study in Germany. Have courage!]: Fabouda.
Luo, L., Peteranetz, M. S., Flanigan, A. E., Witte, A. L., & Kiewra, K. A. (2014). Eyes Never Lie: Eye-Tracking Technology Reveals How Students Study Displays. The Nebraska Educator 1 (2014), 60-77. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1017& context =nebeducator
Luo, L., Kiewra, K. A., Peteranetz, M. S. & Flanigan, A. E. (2017). Using Eye-Tracking Technology to Understand How Graphic Organizers Aid Student Learning. In C. A. Was, F. J. Sansoti, & B. J. Morris (Eds.), Eye-Tracking Technology Applications in Educational Research (pp.220-238). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch011
Mayer, R. E. (1975a). Different problem-solving competencies established in learning computer programming with and without meaningful models. Journal of educational psychology, 67, 725-734. https://doi.org/10.1037/0022-0663.67.6.725
Mayer, R. E. (1975b). Information Processing Variables in Learning to Solve Problems. Review of educational research, 45, 525-541. https://doi.org/10.2307/1170064
Mayer, R. E. (1979a). Twenty Years Of Research On Advance Organizers: Assimilation Theory Is Still The Best Predictor Of Results. Instructional science, 8, 133-167. http://www.jstor.org/stable/23368209
Mayer, R. E. (1979b). Can Advance Organizers Influence Meaningful Learning? Review of educational research, 49, 371-383. https://doi.org/10.3102/00346543049002371
Mayer, R. E. (1980). Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis. Journal of educational psychology, 72, 770-784. https://doi.org/10.1037/0022-0663.72.6.770
Mayer, R. E. (2009). Multimedia learning (2. ed.). Cambridge [u.a.]: Cambridge University Press.
Mayer, R. E. (2010). Information Processing. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 85–99). American Psychological Association. https://doi.org/10.1002/9780470479216.corpsy0440
Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. West Nyack: West Nyack: Cambridge University Press.
McCrudden, M. T., Schraw, G., & Lehman, S. (2009). The use of adjunct displays to facilitate comprehension of causal relationships in expository text. Instructional science, 37, 65-86. https://doi.org/10.1007/s11251-007-9036-3
Merchie, E., Catrysse, L., & Van Keer, H. (2021). Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study. Instructional science, 49, 23-65. https://doi.org/10.1007/s11251-020-09529-y
Meyer, B., Brandt, D. M., & Bluth, G. J. (1980). Use of Top-Level Structure in Text: Key for Reading Comprehension of Ninth-Grade Students. Reading research quarterly, 16, 72-103. https://doi.org/10.2307/747349
Meyer, B., & Ray, M. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International electronic journal of elementary education, 4, 127-152. https://files.eric.ed.gov/fulltext/EJ1070453.pdf
Meyer, B. J. F., & Poon, L. W. (1997). AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER-DISPLAYED TEXT. Educational gerontology, 23, 789-807. https://doi.org/10.1080/0360127970230804
Moradi, S., Ghahari, S., & Abbas Nejad, M. (2020). Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences. Studies in second language learning and teaching, 10(2), 359-384. doi:10.14746/ssllt.2020.10.2.7
Moore, D. W., & Readence, J. F. (1984). A Quantitative and Qualitative Review of Graphic Organizer Research. The Journal of educational research (Washington, D.C.), 78, 11-17. https://doi.org/10.1080/00220671.1984.10885564
Nasir, N. (2016). INCORPORATING TEACHING EFL READING INTO THE MODEL OF LEARNING FROM PRESENTATION FOR INDONESIAN STUDENTS. Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam. 13. 227-242. https://journal.uinsgd.ac.id/index.php/jat/ article/download/1974/1386
Pellicer-Sánchez, A., Conklin, K., Rodgers, M. P. H., & Parente, F. (2021). The Effect of Auditory Input on Multimodal Reading Comprehension: An Examination of Adult Readers’ Eye Movements. The Modern language journal, 105, 936-956. https://doi.org/10.1111/ modl.12743
Ponce, H. R., & Mayer, R. E. (2014a). An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in Human Behavior, 41. 21–32. https://doi.org/10.1016/j.chb.2014.09.010
Ponce, H. R., & Mayer, R. E. (2014b). Qualitatively different cognitive processing during online reading primed by different study activities. Computers in human behavior, 30, 121-130. https://doi.org/10.1016/j.chb.2013.07.054
Ponce, H. R., Mayer, R. E., Loyola, M. S., & López, M. J. (2019). Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning. Journal of Educational Computing Research, 58(2), 275-296. ttps://doi.org/10.1177/ 0735633119865554
Rasouli, M., & Heravi, R. N. (2018). The Effects of Graphic Organizer Strategy on Improving Iranian EFL Learners’ Reading Comprehension. Journal of Applied Linguistics and Language Research, 5, 65-73. http://www.jallr.com/index.php/JALLR/article/download/ 925/pdf925
Raymond, P. M. (1993). The Effects of Structure Strategy Training on the Recall of Expository Prose for University Students Reading French as a Second Language. The Modern language journal, 77(4), 445–458. https://doi.org/10.1111/j.1540-4781.1993.tb01992.x
Rayner, K. (1998). Eye Movements in Reading and Information Processing: 20 Years of Research. Psychological bulletin, 124, 372-422. https://doi.org/10.1037/0033-2909.124.3.372
Rayner, K., Chace, K. H., Slattery, T. J., & Ashby, J. (2006). Eye Movements as Reflections of Comprehension Processes in Reading. Scientific studies of reading, 10(3), 241-255. https://doi.org/10.1207/s1532799xssr1003_3
Reichle, E. D., Pollatsek, A., & Rayner, K. (2006). E– Z Reader: A cognitive-control, serial-attention model of eye-movement behavior during reading. Cognitive systems research, 7, 4-22. https://doi.org/10.1016/j.cogsys.2005.07.002
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y., & Vanderveen, A. (2006). Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer. The Journal of educational research, 100, 103-111. https://doi.org/10.3200/JOER.100.2.103-111
Robinson, D. H., & Kiewra, K. A. (1995). Visual Argument: Graphic Organizers Are Superior to Outlines in Improving Learning From Text. Journal of educational psychology, 87, 455-467. https://doi.org/10.1037/0022-0663.87.3.455
Rovira, C. (2016). Theoretical foundation and literature review of the study of concept maps using eye tracking methodology. El profesional de la informacion, 25, 59-73. https://doi.org/10.3145/epi.2016.ene.07
Salmerón, L., Baccino, T., Cañas, J. J., Madrid, R., & Fajardo, I. (2009). Do graphical overviews facilitate or hinder comprehension in hypertext? Computers and education, 53, 1308-1319. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.669.2421&rep=rep1&type=pdf
Shaw, S., Nihalani, P., Mayrath, M., & Robinson, D. H. (2012). Graphic organizers or graphic overviews? Presentation order effects with computer-based text. Educational technology research and development, 60, 807-820. https://doi.org/10.1007/s11423-012-9257-2
Sohrabi, P. (2012). Strategisches Lesen lernen für die Rezeption fremdsprachiger Hypertextstrukturen. Tübingen: narr.
Sohrabi, P., & Haghani, N. (2015). Zur Wirksamkeit metkognitiver Interventionsmaßnahmen. In B. Baumann, S. Hoffmann, & P. Sohrabi (Eds.), Kognition, Sprache, Musik (pp. 113-137). Bozen: Bozen-Bolzano University Press.
Sohrabi, P. (2017). Metakognition und Textverarbeitung. In J. M. Roche & F. Suñer (Eds.), Sprachenlernen und Kognition: Grundlagen einer kognitiven Sprachendidaktik. (pp. 240-257). Tübingen: Narr Francke Attempto Verlag.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory, Explorations in the Learning Sciences Instructional Systems. New York: Springer.
Taki, S. (2016). Metacognitive online reading strategy use: Readers' perceptions in L1 and L2 : METACOGNITIVE ONLINE READING STRATEGY USE. Journal of research in reading, 39, 409-427. https://doi.org/10.1111/1467-9817.12048
Tang, G. (1992). The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension. Studies in second language acquisition, 14, 177-195. https://doi.org/10.1017/S0272263100010810
Torres, D. B. (2015). Effectiveness of the Use of Graphic Organizers and Summaries: A Case Study of Adult EFL Students in a Reading Comprehension Course. Revista de lenguas modernas, 267-295. https://doi.org/10.15517/rlm.v0i22.19685
Wei, W., & Cook, A. (2017). Using Eye Movements to Study Reading Processes: Methodological Considerations. In C. A. Was, F. J. Sansoti, & B. J. Morris (Eds.), Eye-Tracking Technology Applications in Educational Research (pp. 27-47). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch002
Weisberg, J. S. (1970). The use of visual advance organizers for learning earth science concepts. Journal of Research in Science Teaching, 7, 161-165.
Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding Reading Comprehension Training in Content-Area Instruction. Journal of educational psychology, 101, 1-20. https://doi.org/10.1037/a0013152
Wu, S., & Alrabah, S. (2020). Harnessing Text Structure Strategy for Reading Expository and Medical Texts among EFL College Students. International journal of higher education, 9(5), 36-45.
Yusri, S., & Soh, O.-K. (2019). Examining University Students’ Reading Performances and Behaviors with the Use of Eye-Trackers. International journal of academic research in business and social sciences, 114-123.
