ISSN: 2222-6990
Open access
The primary aim of the study was to examine Malaysian students’ reading behaviours and performances. A total of twenty-one participants took part in this study. Participants were segregated into two different reading proficiencies: high and low. Findings from the reading passage and comprehension questions are calculated and analysed. The high proficient readers initial processing time were much longer in reading passage as compared to reading comprehension question, while the low proficient readers had shorter processing time during passage reading, but longer in reading comprehension question. During late processing time the high group indicated that their rates were smaller than the low proficient readers. The finding showed that there are significant different between reading behaviour of high and low proficient readers. An eyetracker was used to collect data.
Bax, S. & Chan, S. H. C. (2016). Researching the cognitive validity of GEPT high-intermediate and advance reading an eye-tracking and stimulated recall study. The Language Training and Testing Centre (LTTC).
Conklin, K. & Pellicer-Sanchez, A. (2016). Using eye-tracking in applied linguistics and second language research. Second Language Research, 1-15.
Greaney, S. (2011). Comparing the reading behaviors in three groups of first grade students-students who discontinued from Reading Recovery, students who did not discontinue from Reading Recovery, and students who never needed Reading Recovery (Unpublished doctoral dissertation). University of Maine, Orono.
Jafarigohar, M., & Khanjani, A. (2014). Text difficulty effect on metacognitive reading strategies used among EFL learners. Journal of Language Studies, 14(2), 47-59.
Jusoh, Z. and Abdullah, L. (2015), Online Survey of Reading Strategies (OSORS): Students’ Online Reading in Academic Context, Malaysian Journal of Distance Education, 17(2): 67-81.
Singh, M. K., Rowena, A. D. & Choo, S. J. (2012). Sustained silent reading (SSR) as an independent learning tool at an institution of higher learning. Ubiquitous Learning: An International Journal, 4(1), 77-89.
Rajab, A., Rahman, A. H., Wahab, A. S. R., Nor, M. F., Zakaria, W. Z. & Rajim, W. Z. (2017). Metacognitive reading strategies among undergradutes. International Journal of Information and Education Technology 7(7), 548-551.
Raney, G. E., Campbell, S. J. & Bovee, J. C. (2014). Using eye movements to evaluate the cognitive processes involved in text comprehension. Journal of Visual Education, 507-580.
Amal, R. A., Fariza, N. M. N. & Afendi, H. (2017). Metacognitive online reading and navigation strategies by science and technology university students. GEMA Online Journal of Language Studies, 17(3), 18-36.
Sar?çoban, A. (2002). Strategies of Successful Readers through the Three-Phase Approach. The Reading Matrix, 2 (3), September Issue.
Soh, O. K. (2016). Examining the reading behaviours and performances of sixth-graders for reading instruction: evidence from eye movements. Journal of e-Learning and Knowledge Society, 12(4),. Italian e-Learning Association. Retrieved May 14, 2019 from https://www.learntechlib.org/p/173674/.
Soh, Or-Kan. (2017). Processing Academic Science Reading Texts through Context Effects: Evidence from Eye Movements. EURASIA Journal of Mathematics Science and Technology Education, 13(3):771-790. DOI
10.12973/eurasia.2017.00642a
Mihat, W., Azman, H. & Soh, O. K. (2018). Bringing reading research in multilingual Nusantara into a new direction through eye-tracking. Journal of Nusantara Studies, 3(2), 107-123. http://dx.doi.org/10.24200/jonus.vol3iss2pp107-123
Marimuthu, R & Muthusamy, C. (2011). “Metacognitive Strategy Training through The Cognitive Academic Language Learning Approach (CALLA) as a Way to Improve Reading Comprehension Performance among Students of an English Language Course at UiTM Penang”. Malaysian Journal of ELT Research. Vol. 7, No. 1, hal. 64-93, 2011.
Mokhtari, K. & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2): 249-259.
Broek, V. D. P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315–325.
Zaira, A. H. (2008). Peer interaction and meaning construction among ESL learners in
comprehending texts in 2nd language context. Unpublished PhD thesis. Faculty of Modern Languages, Universiti Putra Malaysia (UPM), Serdang.
In-Text Citation: (Yusri & Soh, 2019)
To Cite this Article: Yusri, S., & Soh, O. K. (2019). Examining University Students’ Reading Performances and Behaviors with the Use of Eye-Trackers. International Journal of Academic Research in Business and Social Sciences, 9(8), 114–123.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode