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Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
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Abstract:
Eye movements have been widely used to investigate cognitive processes during first language (L1) reading and in the last few years it has become more common for applied linguists to use eye tracking technology to examine topics that had previously been investigated using off-line measures (Conklin & Pellicer-Sánchez, 2016). However, few eye movement studies have investigated Arabic L1 speakers reading in English, although there have been numerous studies which showed that this population experiences great difficulty learning to read in English (see, for example, Abu-Rabia, 1997b; Fender, 2003, 2008; Hayes-Harb, 2006;; Randall, 2007; Randall & Groom, 2009; Randall & Meara, 1988; Ryan, 1997; Ryan & Meara, 1991; Saigh & Schmitt, 2012; Thompson-Panos & Thomas-Ruzic, 1983). There is general consensus in the literature that these problems are related to inefficient processing of English vowels. The overall aim of this thesis was to investigate the causes of the reading difficulties I ...
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Keyword:
Arabic L1 students; Eye tracking; Noticing and awareness; Pedagogical practices; Practitioner research; Reading ability; Reading in a second or foreign language; Reading interventions; Vowel blindness
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URL: https://dx.doi.org/10.17635/lancaster/thesis/250
http://www.research.lancs.ac.uk/portal/en/publications/coming-from-different-directions-a-comparison-of-the-eye-movements-of-english-l1-and-arabic-l1-speakers-reading-in-english-and-the-implementation-of-an-intensive-reading-intervention-programme(8495e443-7a87-4102-b12a-d603e557317e).html
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