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Article: Cognitive processes and strategies of bilingual students when attempting assessments in an L2
Title | Cognitive processes and strategies of bilingual students when attempting assessments in an L2 |
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Authors | |
Keywords | assessment bilingual education cognitive processing eye-tracking strategies |
Issue Date | 11-Dec-2023 |
Publisher | John Benjamins Publishing |
Citation | Journal of Immersion and Content-Based Language Education, 2023 How to Cite? |
Abstract | In bilingual education programs, students learn content knowledge through an additional language (L2). Their content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive processes when attempting questions that were more cognitively demanding and required productive language skills. The less proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups reported similar strategies. These findings have implications for assessment design in bilingual education programs. |
Persistent Identifier | http://hdl.handle.net/10722/344266 |
ISSN | 2023 Impact Factor: 0.7 2023 SCImago Journal Rankings: 0.465 |
DC Field | Value | Language |
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dc.contributor.author | Teng, Xing San | - |
dc.contributor.author | Hsiao, Janet | - |
dc.contributor.author | Lo, Yuen Yi | - |
dc.date.accessioned | 2024-07-16T03:42:06Z | - |
dc.date.available | 2024-07-16T03:42:06Z | - |
dc.date.issued | 2023-12-11 | - |
dc.identifier.citation | Journal of Immersion and Content-Based Language Education, 2023 | - |
dc.identifier.issn | 2212-8433 | - |
dc.identifier.uri | http://hdl.handle.net/10722/344266 | - |
dc.description.abstract | <p>In bilingual education programs, students learn content knowledge through an additional language (L2). Their content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive processes when attempting questions that were more cognitively demanding and required productive language skills. The less proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups reported similar strategies. These findings have implications for assessment design in bilingual education programs.<br></p> | - |
dc.language | eng | - |
dc.publisher | John Benjamins Publishing | - |
dc.relation.ispartof | Journal of Immersion and Content-Based Language Education | - |
dc.subject | assessment | - |
dc.subject | bilingual education | - |
dc.subject | cognitive processing | - |
dc.subject | eye-tracking | - |
dc.subject | strategies | - |
dc.title | Cognitive processes and strategies of bilingual students when attempting assessments in an L2 | - |
dc.type | Article | - |
dc.identifier.doi | 10.1075/jicb.23011.ten | - |
dc.identifier.scopus | eid_2-s2.0-85187922504 | - |
dc.identifier.eissn | 2212-8441 | - |
dc.identifier.issnl | 2212-8433 | - |