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A Systematic Review of Eye-Tracking Studies on L1 Persian and Arabic Reading: Implications for L2 English Reading Comprehension | ||
| Iranian Journal of Language Teaching Research | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 مرداد 1405 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2026.56327.3073 | ||
| نویسنده | ||
| Sepideh Arab* | ||
| Intercultural linguistics, BTK, Eötvös Loránd University, Budapest, Hungary | ||
| چکیده | ||
| This study examines how first language (L1) reading processes in Persian and Arabic shape second language (L2) English reading, with a focus on insights provided by eye-tracking research. While L2 reading has been widely studied, the role of L1-based cognitive and visual processing patterns remains underexplored, particularly for learners whose orthographic systems differ substantially from English. The present study aims to systematically review empirical eye-tracking studies on Persian and Arabic reading to identify processing patterns that may influence L2 comprehension. A systematic literature search was conducted using major academic databases, applying defined inclusion and exclusion criteria. A total of 12 empirical eye-tracking studies were selected for analysis. The selected studies were analyzed comparatively, focusing on key eye-movement measures such as fixation duration, regression patterns, and reading time. The findings reveal that L1-specific features, including right-to-left directionality, cursive script structure, and reduced vowel representation, significantly influence reading behavior and contribute to increased cognitive load during L2 processing. Recurring patterns such as vowel-related processing difficulties, reliance on visual segmentation cues, and sensitivity to lexical frequency were observed across studies. These findings highlight the importance of considering L1 reading habits in L2 instruction and suggest that targeted pedagogical interventions addressing orthographic and perceptual differences can support more efficient L2 reading development. | ||
| کلیدواژهها | ||
| cross-linguistic transfer؛ bilingual literacy؛ visual word recognition؛ cognitive processing؛ script directionality | ||
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