To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification

Irina Rets, Jekaterina Rogaten
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引用次数: 15

Abstract

Open Educational Resources (OER) aim to provide equal access to education. Yet, as the language level used in OER presents a barrier to many learners, there is a need to make these resources more comprehensible. This study combined eye-tracking methodology and comprehension assessment to explore the effect of text simplification on English second language (L2) users, while also accounting for text organisational structure, and individual predispositions. A total of 37 adult English L2 users took part in the study. They had to read either an authentic narrative, authentic expository OER, or their linguistically simplified versions. The analysis showed that simplification led to better text comprehension, and text narrativity facilitated text recall, particularly at lower English proficiency levels. Eye-tracking measures revealed that text simplification led to an increase in processing time during the initial reading of the text and a decrease in processing time during text re-inspection. These findings have strong practical applications for online teaching with OER.
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简化还是不简化?通过文本简化,促进英语第二语言使用者对英语开放教育资源的理解和处理
开放教育资源(OER)旨在提供平等的受教育机会。然而,由于OER中使用的语言水平对许多学习者来说是一个障碍,因此有必要使这些资源更容易理解。本研究结合眼动追踪方法和理解评估来探讨文本简化对英语第二语言(L2)使用者的影响,同时也考虑了文本组织结构和个人倾向。共有37名成年英语第二语言使用者参与了这项研究。他们必须阅读真实的叙述,真实的说明性OER,或者他们的语言简化版本。分析表明,简化有助于更好地理解文本,文本叙事性有助于回忆文本,尤其是在英语水平较低的人群中。眼动追踪显示,文本简化导致了文本初始阅读时处理时间的增加和文本复读时处理时间的减少。这些发现对OER在线教学具有很强的实际应用价值。
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