Examining ‘vowel blindness’ among native Arabic speakers reading English words from the perspective of eye-tracking

Alhazmi, Khaled; Milton, James; Johnston, Stephen

doi:10.1016/j.system.2018.12.005

Cited by 7 publications

(10 citation statements)

References 20 publications

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“…The Arabic L1 EFL learners also fixated longer on both consonants and vowels than their L1 speaking counterparts. More recently, Alhazmi et al's (2019) study also confirmed these findings and led the authors to speculate that rather than vowel-blindness, incomplete mental representations of vocabulary that primarily rely on phonological rather than orthographic information might cause word level decoding problems (cf. also Perfetti, 1997).…”

Section: Difficulties Experienced By Arabic L1 Speakers Reading In En...mentioning

confidence: 69%

“…One of the reasons for these reading problems has been assumed to be related to transfer from Arabic L1 reading processes whereby learners focus their attention more on consonant letters and process English vowels inefficiently (Ryan & Meara, 1991). However, word-level decoding difficulties might also be the cause of L2 reading problems for Arabic EFL learners as recently demonstrated by the eye-tracking study of Alhazmi, Milton and Johnston (2019).…”

Section: Introductionmentioning

confidence: 96%

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implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language

Oakley

Kormos

McCray

2022

ISLA

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The aim of this study was to investigate the effects of focused reading interventions on the eye movement patterns and reading scores of second language (L2) learners. We compared two groups of proficiency matched Arabic L2 learners before and after an intensive reading intervention program. Two classes received a barrage of reading interventions and two classes served as comparison groups. The intervention program consisted of textual enhancement, phonological awareness training, training in word recognition, spelling instruction and oral text reading fluency. Analysis of reading scores showed a significant improvement over time, but no significant impact of the intervention. Both the intervention and comparison groups showed improvement in their eye tracking measures, but no significant difference in gains between the intervention and the comparison groups was found. The study provides a building block for future studies using focused pedagogical interventions with this particular group of learners.

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Section: Difficulties Experienced By Arabic L1 Speakers Reading In En...mentioning

confidence: 69%

Section: Introductionmentioning

confidence: 96%

implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language

Oakley

Kormos

McCray

2022

ISLA

View full text Add to dashboard Cite

show abstract

“…Monolinguals vs. Bilinguals 3.1.1. General/Background Study Information Among the 21 studies comparing monolinguals' to bilinguals' performance and eye movements, seven employed natural reading tasks with alphabetic (n = 6 [17][18][19][20][21][22]) and non-alphabetic (n = 1 [14]) orthographies. Fourteen of the studies included a manipulation in the reading task with alphabetic (n = 8 [15,16,[23][24][25][26][27][28]) and nonalphabetic (n = 6 [29][30][31][32][33]) orthographies, and one study [34] did not specify participants' L1 language background.…”

Section: Resultsmentioning

confidence: 99%

“…Six articles explored eye movements while using a natural reading task in the form of paragraph reading (n = 2; [20,21]), sentence reading (n = 3; [17][18][19]), or word reading (n = 1; [22]).…”

Section: Natural Reading Alphabetic Orthographiesmentioning

confidence: 99%

What Can Eye Movements Tell Us about Reading in a Second Language: A Scoping Review of the Literature

Quiñonez-Beltran,

Seymour,

Robbins

et al. 2024

Education Sciences

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There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand the reading processes is by using eye-tracking methodologies to explore reading processes online. This review focuses on the research done about reading processes in bilinguals to understand the effect of L1 in L2 processing. We found that most of the studies followed two methods of comparison: Bilinguals vs. monolinguals and L1 vs. L2. In general, bilinguals presented longer times in all reading measures; however, the results are discussed based on different characteristics of the studies and the type of comparison.

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“…Multimedia instruction is a type of audio-visual instruction. It can attract students' attention and improve students' interest in learning through an effective combination of pictures and sounds, resulting in the best teaching effect [26]. As a result, multimedia technology is closely linked to improving classroom teaching.…”

Section: Characteristics Of Multimedia Teachingmentioning

confidence: 99%

Predictive Skills and Reading Efficiency of College English Based on Multimedia Technology

Ding

2022

Scientific Programming

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Slow reading speed is a common problem among Chinese college students’ English learning, limiting the amount of reading done and thus directly affecting English-level improvement. Teachers in English classes place a premium on improving students’ reading skills but the results are not immediately apparent. Even if many students have strong vocabulary and grammar skills, they will never be able to read English fluently. Teachers should prioritize not only students’ knowledge acquisition and intelligence development but also the development of students’ interpersonal skills and emotional intelligence in order to maximize their potential. This paper uses multimedia technology to investigate the role of multimedia technology in improving college English-reading efficiency and analyzes how teachers and students can play a positive role in improving the efficiency of college multimedia teaching using data mining technology, which shows that students’ predictive reading skills can help them improve their reading efficiency. Teachers can also supervise and ask questions about students’ learning progress via computers, communicate effectively with students, and provide timely feedback on students’ learning results using multimedia technology.

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Examining ‘vowel blindness’ among native Arabic speakers reading English words from the perspective of eye-tracking

Cited by 7 publications

References 20 publications

implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language

implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language

What Can Eye Movements Tell Us about Reading in a Second Language: A Scoping Review of the Literature

Predictive Skills and Reading Efficiency of College English Based on Multimedia Technology

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