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How Dominant Language Influences Rubric Reading and Task Performance: Insights from Eye-Tracking Research

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Title: How Dominant Language Influences Rubric Reading and Task Performance: Insights from Eye-Tracking Research
Language: English
Authors: Ernesto Panadero (ORCID 0000-0003-0859-3616), Pablo Delgado (ORCID 0000-0002-4713-9187), Lucía Barrenetxea-Mínguez (ORCID 0000-0003-0353-0122), David Zamorano (ORCID 0000-0002-3291-6983), Leire Pinedo (ORCID 0000-0002-3046-5226), Alazne Fernández-Ortube (ORCID 0000-0001-6352-3341)
Source: European Journal of Psychology of Education. 2025 40(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Spanish Speaking, Language Dominance, Scoring Rubrics, Eye Movements, Biofeedback, Reading Writing Relationship, Writing Assignments, Languages
Geographic Terms: Spain
DOI: 10.1007/s10212-025-00951-9
ISSN: 0256-2928
1878-5174
Abstract: The students' dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and self-reported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settings.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://link.springer.com/article/10.1007/s10212-025-00951-9
Accession Number: EJ1464688
Database: ERIC
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  Data: How Dominant Language Influences Rubric Reading and Task Performance: Insights from Eye-Tracking Research
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  Data: <searchLink fieldCode="AR" term="%22Ernesto+Panadero%22">Ernesto Panadero</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0859-3616">0000-0003-0859-3616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pablo+Delgado%22">Pablo Delgado</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4713-9187">0000-0002-4713-9187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucía+Barrenetxea-Mínguez%22">Lucía Barrenetxea-Mínguez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0353-0122">0000-0003-0353-0122</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Zamorano%22">David Zamorano</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3291-6983">0000-0002-3291-6983</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leire+Pinedo%22">Leire Pinedo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3046-5226">0000-0002-3046-5226</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alazne+Fernández-Ortube%22">Alazne Fernández-Ortube</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6352-3341">0000-0001-6352-3341</externalLink>)
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  Data: The students' dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and self-reported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settings.
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