How Do Cohesion Features Inform Science Instruction for English Learners?: A Comparison Study of Digital and Printed Science Texts

Autor/inn/en	Park, GoMee; Ye, Yafei; Liao, Ray J. T.
Titel	How Do Cohesion Features Inform Science Instruction for English Learners?: A Comparison Study of Digital and Printed Science Texts
Quelle	In: International Journal of Science Education, 44 (2022) 18, S.2763-2782 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, GoMee) ORCID (Ye, Yafei) ORCID (Liao, Ray J. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2150987
Schlagwörter	Science Instruction; Printed Materials; Electronic Publishing; Instructional Materials; Connected Discourse; Reading Comprehension; Middle School Students; Textbooks; Comparative Analysis; Technology Uses in Education; Pandemics; COVID-19; Form Classes (Languages); Teaching Methods; English (Second Language); Second Language Learning; English Language Learners + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elektronisches Publizieren; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textbook; Text book; Schulbuch; Lehrbuch; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Cohesion plays an important role in science texts as their comprehension depends much on structural and textual signalling, which demonstrates the organisation of the text, the logical links of ideas, and the intended purpose of the writer. Particularly, research has shown that English learners (ELs) rely more on cohesive markers than their English-speaking peers during the reading process. To promote students' reading comprehension in science, understanding how cohesion features are used to construct texts and providing pertinent instructions are important for practitioners. This study investigated a series of cohesion features commonly adopted in middle school science texts in the U.S. -- in digital and printed texts respectively, through Coh-Metrix -- and compared their frequency using Hotelling's T-Squared test. This study is one of the pioneer studies that incorporated digital texts for cohesion analysis. Inclusion of the digital texts is meaningful as the pandemic facilitated technology uses in the U.S public school and elsewhere. Results showed that (1) commonly used cohesion features included additive connectives, 2nd person pronouns, and local referential cohesion, and (2) compared with the printed version of science texts, the digital version presented higher cohesion as indicated by index scores. The instructional implications for practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01