View in EDS

Bilingual and Scientific Text Reading: An Eye Gaze Study of South African Township Learners

Saved in:
Bibliographic Details
Title: Bilingual and Scientific Text Reading: An Eye Gaze Study of South African Township Learners
Language: English
Authors: Tanya R. Beelders (ORCID 0000-0002-1945-8375), Angela E. Stott (ORCID 0000-0003-2663-0812)
Source: South African Journal of Childhood Education. 2025 15(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Bilingualism, Eye Movements, Native Language, African Languages, English (Second Language), Second Language Learning, Reading Processes, Science Education, Difficulty Level, Reading Comprehension, Reading Tests, Decoding (Reading), Science Achievement, Scores, Poverty Areas, Foreign Countries, Secondary School Students
Geographic Terms: South Africa
ISSN: 2223-7674
2223-7682
Abstract: Background: South African township learners are known to perform poorly in international tests, including reading and science. Language is a complicating variable as English, the learners' second language (L2), is generally the language of learning and teaching, including for reading science texts. Aim: The study's objectives were to determine the factors limiting South African township learners' comprehension of science texts so as to inform intervention efforts. Setting: This study used eye-tracking equipment to measure higher-achieving South African township learners' reading speeds, fixation durations and fixations per word for Sesotho (L1), English (L2) and science texts at various difficulty levels. Methods: Reading gaze metrics were compared between languages and difficulty levels and against benchmarking levels and comprehension tests were administered. Results: Learners were found to read very slowly, particularly for science texts. The number of fixations per word was typical of reading; there were few regressions and long fixation durations. Conclusion: Results suggest that reading is not automated, even for L2, but rather that learners struggled to decode all texts. Longer fixations and higher comprehension scores for the Sesotho (L1) texts suggest that this decoding struggle was more thoroughly engaged in the vernacular L1. The number and length of fixations, with few regressions, may indicate minimal attempts at comprehension. Contribution: The most basic aspects of decoding limit reading comprehension in both L1 and L2, and therefore, these should be the first skills targeted in the quest to improve science performance.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479602
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1479602
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1479602
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Bilingual and Scientific Text Reading: An Eye Gaze Study of South African Township Learners
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tanya+R%2E+Beelders%22">Tanya R. Beelders</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1945-8375">0000-0002-1945-8375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angela+E%2E+Stott%22">Angela E. Stott</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2663-0812">0000-0003-2663-0812</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2025 15(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty+Areas%22">Poverty Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: South African township learners are known to perform poorly in international tests, including reading and science. Language is a complicating variable as English, the learners' second language (L2), is generally the language of learning and teaching, including for reading science texts. Aim: The study's objectives were to determine the factors limiting South African township learners' comprehension of science texts so as to inform intervention efforts. Setting: This study used eye-tracking equipment to measure higher-achieving South African township learners' reading speeds, fixation durations and fixations per word for Sesotho (L1), English (L2) and science texts at various difficulty levels. Methods: Reading gaze metrics were compared between languages and difficulty levels and against benchmarking levels and comprehension tests were administered. Results: Learners were found to read very slowly, particularly for science texts. The number of fixations per word was typical of reading; there were few regressions and long fixation durations. Conclusion: Results suggest that reading is not automated, even for L2, but rather that learners struggled to decode all texts. Longer fixations and higher comprehension scores for the Sesotho (L1) texts suggest that this decoding struggle was more thoroughly engaged in the vernacular L1. The number and length of fixations, with few regressions, may indicate minimal attempts at comprehension. Contribution: The most basic aspects of decoding limit reading comprehension in both L1 and L2, and therefore, these should be the first skills targeted in the quest to improve science performance.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1479602
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479602
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: African Languages
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Poverty Areas
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Bilingual and Scientific Text Reading: An Eye Gaze Study of South African Township Learners
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tanya R. Beelders
      – PersonEntity:
          Name:
            NameFull: Angela E. Stott
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2223-7674
            – Type: issn-electronic
              Value: 2223-7682
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: South African Journal of Childhood Education
              Type: main
ResultId 1