Cognitive processes and strategies of bilingual students when attempting assessments in an L2
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.
Article outline
- 1.Introduction
- 1.1Assessment issues of bilingual learners
- 1.2Cognitive processing of bi/multilinguals
- 2.Methods
- 2.1Research design
- 2.2Participants
- 2.3Research instruments
- 2.4Experiment procedures
- 2.5Data analysis
- 3.Results
- 3.1Impact of cognitive demands, linguistic demands and L2 proficiency levels on cognitive processing of bilingual students
- 3.2Strategies adopted by bilingual students when attempting assessments
- 4.Discussion
- 5.Conclusion
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References