How Seductive Details Affect EFL Learners’ Comprehension of English Science Texts

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Emotion, Identity, and Social Contexts in Learning

Abstract

This study examines how seductive details, defined as interesting but irrelevant elements, affect English as a Foreign Language (EFL) learners during science learning. A total of 106 undergraduates were assigned to four conditions: no seductive details, picture seductive details, text seductive details, or combined seductive details. Results showed that seductive details impaired retention, especially when both picture and text were presented. No significant differences were found in situational interest. However, text-based seductive details increased germane cognitive load. These findings clarify the cognitive and affective impacts of seductive details on EFL learners and extend multimedia learning theories to multilingual contexts. The results inform the design of science materials that balance clarity, cognitive efficiency, and learner motivation for linguistically diverse students.

Authors

• Gan Jin, Washington State University

• Yingru Zhao, University at Albany - SUNY

• Yu Xue, Washington State University

• Dongni Guo, University at Albany - SUNY

• Shiyan Yang, Dalian University of Foreign Languages

• Yafeng Liu, Dalian University of Foreign Languages

• Robert W. Danielson, Washington State University - Spokane