An eye-tracking investigation of the keyword-matching strategy in listening assessment

Kho, Shermaine Qi En; Aryadoust, Vahid; Foo, Stacy

doi:10.1007/s10639-022-11322-y

Cited by 8 publications

(8 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, Aryadoust and Foo (2022) found that the eye-movements of L2 university learners in Singapore correlated with their while-listeningperformance. Similarly, Kho et al (2022) showed that gaze behavior, in university students in Asia, is related to participants' performance in listening tests. Eye movements have also been found to predict vocabulary gains, of Chinese learners of English, when watching a documentary with subtitles (Wang & Pellicer-Sánchez, 2022).…”

Section: What Is Eye-tracking and What Does It Measure?mentioning

confidence: 97%

“…One of the primary aims of eye-tracking, in the field of language learning, is to research comprehension and processing of written text (Keating, 2013;van Gompel et al, 2007). However, a range of studies on L2 listening tests Kho et al, 2022), L2 listening processing with subtitles (Wang & Pellicer-Sánchez, 2022), L2 word processing (Fernández & Jegerski, 2022;García-Castro, 2018;Huang et al, 2022;Yi & DeKeyser, 2022), L2 vocabulary learning (Wang & Pellicer-Sánchez, 2022), amongst many others, have been conducted and have shed light on L2 teaching and learning. Unfortunately, studies have not yet explored L2 teaching and learning processes within the population in Costa Rica.…”

Section: What Is Eye-tracking and What Does It Measure?mentioning

confidence: 99%

See 1 more Smart Citation

Using Eye-Tracking in L2 English Teaching and Learning Research: A Review for its Implementation in Costa Rica

García Castro

2023

Rev. Educación

View full text Add to dashboard Cite

Research using eye-tracking technology has wildly increased in the last decade (Keating, 2013). Hence, studies on L2 teaching and learning have started to use that technology to improve research in that area. However, L2 eye-tracking research has not been explored in the Costa Rican context. This article aims to describe what eye-tracking is, what eye-tracking paradigms are, studies using eye-tracking in L2 teaching and learning, and research ideas for its implementation in Costa Rica. The methodology employed was an integrative review approach (Cooper, 1988) to review eye-tracking research and to discuss its application in Costa Rica. It was found that there are no studies regarding L2 teaching and learning in Costa Rica with the use of eye-tracking. Thus, research ideas to conduct eye-tracking research in L2 teaching and learning are discussed. It is concluded that the use of eye-tracking brings an opportunity to conduct multidisciplinary research to further advance the knowledge of L2 teaching and learning processes in Costa Rica.

show abstract

Section: What Is Eye-tracking and What Does It Measure?mentioning

confidence: 97%

Section: What Is Eye-tracking and What Does It Measure?mentioning

confidence: 99%

Using Eye-Tracking in L2 English Teaching and Learning Research: A Review for its Implementation in Costa Rica

García Castro

2023

Rev. Educación

View full text Add to dashboard Cite

show abstract

“…Consequently, the selection of eye movement indicators should be made from both perspectives based on the method of analysis. For the analysis of eye movement data, many studies employ statistical analytic methods to interpret the gathered data(Jian & Ko, 2017 ; Kho et al, 2022 ), while other studies use machine learning approaches(Klaib et al, 2021 ), depending on the goal of the study. In this work, eye-movement data are analyzed with statistical approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

Choosing optimal means of knowledge visualization based on eye tracking for online education

2023

View full text Add to dashboard Cite

In online education, the appropriate choice of means of knowledge visualization can reduce cognitive load and improve cognitive efficiency. However, no universal basis for selection can cause confusion in the pedagogical context. This study used the revised Bloom’s taxonomy to combine the types of knowledge with cognitive goals. We used a course on marketing research as an example to summarize the choices for visualizing factual knowledge (FK), conceptual knowledge (CK), procedural knowledge (PK), and metacognitive knowledge (MK) through four experiments. Visualized cognitive stages were used to determine the cognitive efficiencies of visualization for different knowledge types. In this stage, eye tracking is used for collecting eye movement indicators to measure cognitive load. The cognitive goals stage is used to get cognitive goals of the means of knowledge visualization. Combining the two stages, we get the conclusions as follows: Teachers and students can mostly benefit from presenting FK and CK points via mind maps. Using mind maps to teach FK online could be indirectly beneficial for improving students’ creativity. Concept maps may be chosen for this point if the linked knowledge points are PK and the achievement of the analytical objective is emphasized in the student’s knowledge points. The flowchart can be used to display PK, while timelines could be utilized if the PK point is to be presented in a temporal dimension. Teachers should choose the curve area chart to display MK. A pie chart might be chosen and added more instructions. The findings suggest that mind maps are very effective as a means of knowledge visualization in online education. In the meantime, it suggests that overly simplistic graphs increase cognitive load, while it also raises the possibility that redundant information in the text may increase cognitive load.

show abstract

“…In another study, Field (2013) sought to define the nexus between listeners’ cognitive processes under test and non-test (real life) conditions. Adoption of technologies like eye tracking and neuroimaging has also allowed researchers to further examine the interaction between L2 listening processes and visual search strategies (e.g., Aryadoust et al, 2022; Aryadoust & Foo, 2023; Holzknecht et al, 2021; Kho et al, 2022; McCray & Brunfaut, 2018; Suvorov, 2015). Such approaches have revealed some viewing-specific and neurocognitive processes of listening test-takers that were unregistered in previous research.…”

Section: Literature Reviewmentioning

confidence: 99%

“…We believe that further examination of this relationship can shed light on the psychological reality of subskills. Over-reliance on the subskill-based approach could prevent us from identifying true sources of construct-irrelevant variance, such as the use of test-wiseness or visual search strategies that may jeopardize the credibility and trustworthiness of assessments (Field, 2012;Holzknecht et al, 2021;Kho et al, 2022;McCray & Brunfaut, 2018). We suggest that listening investigators provide evidence of test-takers' cognitive processes in validation research by using appropriate evidence-gathering techniques such as eye tracking (Suvorov, 2015), neuroimaging (Aryadoust et al, 2022), and/ or qualitative techniques like think-aloud method (Gao & Rogers, 2011).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

The typology of second language listening constructs: A systematic review

Aryadoust

Luo

2022

Language Testing

Self Cite

View full text Add to dashboard Cite

This study reviewed conceptualizations and operationalizations of second language (L2) listening constructs. A total of 157 peer-reviewed papers published in 19 journals in applied linguistics were coded for (1) publication year, author, source title, location, language, and reliability and (2) listening subskills, cognitive processes, attributes, and listening functions potentially measured or investigated. Only 39 publications (24.84%) provided theoretical definitions for listening constructs, 38 of which were general or had a narrow construct coverage. Listening functions such as discriminative, empathetic, and analytical listening were largely unattended to in construct conceptualization in the studies. In addition, we identified 24 subskills, 27 cognitive processes, and 54 listening attributes (total = 105) operationalized in the studies. We developed a multilayered framework to categorize these features. The subskills and cognitive processes were categorized into five principal groups each (10 groups total), while the attributes were divided into three main groups. This multicomponential framework will be useful in construct delineation and operationalization in L2 listening assessment and teaching. Finally, limitations of the extant research and future directions for research and development in L2 listening assessment are discussed.

show abstract

An eye-tracking investigation of the keyword-matching strategy in listening assessment

Cited by 8 publications

References 46 publications

Using Eye-Tracking in L2 English Teaching and Learning Research: A Review for its Implementation in Costa Rica

Using Eye-Tracking in L2 English Teaching and Learning Research: A Review for its Implementation in Costa Rica

Choosing optimal means of knowledge visualization based on eye tracking for online education

The typology of second language listening constructs: A systematic review

Contact Info

Product

Resources

About