The Effects of Attention Cueing on English Reading on Mobile Phones  

作　　者：YANG Huiyu 

机构地区：[1]English Department,Fujian University of Technology,Fuzhou 350118,China

出　　处：《Frontiers of Education in China》2018年第3期315-345,共31页中国高等学校学术文摘·教育学（英文）

摘　　要：The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation.A self-regulatory,mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument.A total of 50 learners of English as a foreign language(EFL)from two sections of a reading course were randomly assigned to one of two groups.First,the participants were tested to assess their English reading level and prior knowledge of Egyptian culture.Next,they were randomly assigned to one of two modes:picture-plus-text or picture-plus-text-plus-signal.Immediately after experimental treatment,participants were administered tests of pictorial recall,matching,jigsaw puzzles,and retention as well as cognitive load measurement and attitude questionnaires.Experimental treatment was the independent variable,while the comprehension test,cognitive load questionnaire,and attitude questionnaire were the dependent variables.The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score,but not for retention.The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition.However,the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing.The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.

关 键 词：cognitive load mobile learning signaling principle READING English as a foreign language(EFL) 

分 类 号：H31[语言文字—英语]