Split attention in reading comprehension for ESL/EFL

Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehension that can lead to improvement in reading. The aim of this book is to analyze the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in English as a foreign/second language (EFL/ESL) by comparing two instructional formats: split attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and 10 questions integrating physically into the text. The split attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.

Autorentext

Huynh Cong Minh Hung holds a Master of Education in applied linguistics (University of New South Wales, Australia) and a Master of Arts in Russian Linguistics (HCMC University of Social Sciences and Humanities, Vietnam). He is a senior lecturer at the HCMC University of Education, Vietnam.