Learners Interpreting Instructional Images: Meaning-Making and Decision-Making Strategies

Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken...

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Bibliographic Details
Published inJournal of visual literacy Vol. 33; no. 2; pp. 27 - 52
Main Authors Boling, Elizabeth, Gray, Colin M., Modell, Micah Gideon, Altuwaijri, Abdullah, Jung, Jiyoon
Format Journal Article
LanguageEnglish
Published Routledge 01.01.2014
Subjects
cognitive load theory
Cognitive Processes
College Students
Comprehension
Decision Making
Difficulty Level
EFL learning
English (Second Language)
instructional illustrations
Instructional Materials
interpretation
Interviews
Observation
Qualitative Research
Second Language Learning
Semiotics
Semitic Languages
Visual Aids
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Summary:Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks. In this study, we examine the interpretations made by in a university environment in an authentic learning context-specifically foreign language learners. Participants included English speakers learning Arabic and Arabic speakers learning English, and their use of a set of designed illustrations. Meaning-making and decision-making strategies were identified, demonstrating the nondeterministic role of images in the learning activity.
ISSN:1051-144X
2379-6529
DOI:10.1080/23796529.2014.11674716