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What if ‘eye’ find it too difficult? English L2 users’ response to text simplification

Research output: Contribution to conference - Without ISBN/ISSN Posterpeer-review

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What if ‘eye’ find it too difficult? English L2 users’ response to text simplification. / Rets, Irina.

2020. Poster session presented at SIG27: Sharpening the facets of online measures: Research at the cutting edge.

Research output: Contribution to conference - Without ISBN/ISSN Posterpeer-review

Harvard

Rets, I 2020, 'What if ‘eye’ find it too difficult? English L2 users’ response to text simplification', SIG27: Sharpening the facets of online measures: Research at the cutting edge, 14/12/20 - 16/12/20.

APA

Rets, I. (2020). What if ‘eye’ find it too difficult? English L2 users’ response to text simplification. Poster session presented at SIG27: Sharpening the facets of online measures: Research at the cutting edge.

Vancouver

Rets I. What if ‘eye’ find it too difficult? English L2 users’ response to text simplification. 2020. Poster session presented at SIG27: Sharpening the facets of online measures: Research at the cutting edge.

Author

Rets, Irina. / What if ‘eye’ find it too difficult? English L2 users’ response to text simplification. Poster session presented at SIG27: Sharpening the facets of online measures: Research at the cutting edge.

Bibtex

@conference{4c5698e01d4b460e8835e117018aba30,
title = "What if {\textquoteleft}eye{\textquoteright} find it too difficult? English L2 users{\textquoteright} response to text simplification",
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.",
author = "Irina Rets",
year = "2020",
month = dec,
day = "16",
language = "English",
note = "SIG27: Sharpening the facets of online measures: Research at the cutting edge, SIG 27 EARLI ; Conference date: 14-12-2020 Through 16-12-2020",

}

RIS

TY - CONF

T1 - What if ‘eye’ find it too difficult? English L2 users’ response to text simplification

AU - Rets, Irina

PY - 2020/12/16

Y1 - 2020/12/16

N2 - 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.

AB - 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.

M3 - Poster

T2 - SIG27: Sharpening the facets of online measures: Research at the cutting edge

Y2 - 14 December 2020 through 16 December 2020

ER -