Eyetracking methodology in SCMC: A tool for empowering learning and teaching

Abstract

Computer-assisted language learning, or CALL, is an interdisciplinary area of research, positioned in tension between science and social science, computing and education, linguistics and applied linguistics. This paper argues that by appropriating methods originating in some areas of CALL-related research, for example, HCI or psycho-linguistics, the agenda of 'attention-focus' research can be shifted from a cognitive perspective to a learner-centred approach, understanding online language learning and teaching spaces as mediated by technology, second/foreign language, and online teaching culture.Taking a method that has traditionally been used within a positivist paradigm, the authors exemplify the potential of eyetracking to progress online language learning research -extending it in ways compatible with a sociocultural paradigm. This is evidenced by two pioneering studies in which an innovative combination of methods allows participants, whose gaze focus during synchronous computer-mediated communication (SCMC) has been recorded, to reflect back on their involvement. Eyetracking is combined with stimulated recall interviews that trigger deep reflection on learner and teacher strategies by directing participants' recollections on their attention focus.The rich, multifaceted results shown by this original and innovative use of eyetracking methods in a sociocultural framework direct a way forward in researching online learning by integrating insider and outside views coherently and systematically.

Exploring visual attentional shifts of language learners of Japanese

“…These results are in line with observations of Stickler and Shi (2017) in their study on online communication through a conferencing platform. Their findings showed that learners of the Chinese language looked most (70%) at content areas of the screen in which language teaching content is presented, followed with 20% of fixations directed towards social areas of the screen featuring the presence of participants (Stickler & Shi, 2017, p. 169).…”

“…Recent studies in Synchronous Computer-Mediated Communication (SCMC) have recognised the benefits of using eye-tracking technology to study online language learning behaviour, albeit in combination with qualitative methods and as part of Mixed Methods Research (MMR) designs (O'Rourke, 2012;Stickler & Shi, 2017;Stickler, Smith, & Shi, 2016). Such a combination of methods not only facilitates the triangulation of data sets; it also allows for studies to incorporate participants' own perspectives into the interpretation of the data.…”

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

“…In our study, however, there are reasons which lead us to believe that David indeed recalled his original thoughts. First of all, we observed the gaze-overlaid video to be a strong stimulus to recall mental processes as pointed out by Stickler and Shi (2017). Second, David was not only strong in mathematics but also exceptionally good in communicating: The descriptions he gave in the SRI indicated clearly that he was able to recall the original situation easilyan impression which is further supported by David using predominantly present tense when describing his approaches to work on the MST.…”

“…(Lyle, 2003, p. 861) In this study, we explore the creative process by carrying out an SRI with David using the previously recorded gaze-overlaid video, which displays David's gestures, writing, drawing, and eye movements, as stimulus. As a special type of "regular" video, gaze-overlaid videos are used to aid reflection (Stickler & Shi, 2017). Since they add the visual focus on actually examined areas, gaze-overlaid videos provide a particularly strong stimulus.…”

“…Since they add the visual focus on actually examined areas, gaze-overlaid videos provide a particularly strong stimulus. Making the students' eye movements visible-especially eye movements that were possibly neither conscious at the recording time to the student nor visible to the naked eye of the researchers-also allows for a deeper level of recall (Stickler & Shi, 2017). It is important to note that the overlaid eye movements, even if they were not conscious, of course nevertheless happened during the experiment and, through conducting them, the student essentially "saw" the corresponding areas-even if unconsciously.…”