How dominant language influences rubric reading and task performance: insights from eye-tracking research

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorDelgado, Pablo
dc.contributor.authorBarrenetxea Mínguez, Lucía
dc.contributor.authorZamorano Sande, David
dc.contributor.authorPinedo Castillo, Leire
dc.contributor.authorFernández Ortube, Alazne
dc.date.accessioned2025-04-16T10:19:46Z
dc.date.available2025-04-16T10:19:46Z
dc.date.issued2025-06
dc.date.updated2025-04-16T10:19:46Z
dc.description.abstractThe students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and self-reported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settingsen
dc.description.sponsorship(1) Basque Government Call for Grants to support the activities of research groups of the Basque University System (2022–2025) project reference IT1624-22. (2) Basque Country Equipment 2021 call. Project: Eye tracker. Reference: EC21_2021_1_0004. (3) Ayudas a los Agentes del Sistema Andaluz del Conocimiento para la Contratación de Personal Investigador Doctor (PAIDI DOCTOR 21; Regional Government of Andalusia, Spain) to the second authoren
dc.identifier.citationPanadero, E., Delgado, P., Barrenetxea-Mínguez, L., Zamorano, D., Pinedo, L., & Fernández-Ortube, A. (2025). How dominant language influences rubric reading and task performance: insights from eye-tracking research. European Journal of Psychology of Education, 40(2). https://doi.org/10.1007/S10212-025-00951-9
dc.identifier.doi10.1007/S10212-025-00951-9
dc.identifier.eissn1878-5174
dc.identifier.issn0256-2928
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2632
dc.language.isoeng
dc.publisherSpringer Science and Business Media B.V.
dc.rights© The Author(s) 2025
dc.subject.otherBilingualism
dc.subject.otherEye-tracking
dc.subject.otherFeedback
dc.subject.otherReading
dc.subject.otherRubric
dc.subject.otherWriting
dc.titleHow dominant language influences rubric reading and task performance: insights from eye-tracking researchen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue2
oaire.citation.titleEuropean Journal of Psychology of Education
oaire.citation.volume40
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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