Expertise reversal effect on reading comprehension: A case of English for specific purposes (ESP)

Abstract

    Cognitive Load Theory assists researchers in designing instructional procedures that can lead to enhancement of reading skills. This paper aims to examine cognitive load effect as expertise reversal effect on reading comprehension of English for Specific Purposes (ESP). An experiment was designed to investigate whether the expertise reversal effect can be applied to reading comprehension of ESP. The implications of the experiment findings can be used in teaching and learning ESP reading comprehension. The findings will help instructors design more appropriate reading comprehension instructions with alternative versions to integrate different domains such as English for Geography and Mathematics effectively and to test the expertise reversal effect on reading comprehension.