| 1 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
|
|
|
|
Abstract:
Recently, there has been a marked increase in language testing research involving eye-tracking. It appears to offer a useful methodology for examining cognitive validity in language tests, i.e., the extent to which the mental processes that a language test elicits from test takers resemble those that they would employ in the target language use domains. This article reports on a recent study which examined reading processes of test takers at different proficiency levels on a reading proficiency test. Using a mixed-methods approach, the study collected cognitive validity evidence through eye-tracking and stimulated recall interviews. The study investigated whether there are differences in reading behaviour among test takers at CEFR B1, B2 and C1 levels on an online reading task. The main findings are reported and the implications of the findings are discussed to reflect on some fundamental questions regarding the use of eye-tracking in language testing research. ; not in Sherpa Romeo but https://www.tesolunion.org/ says "IJTS is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions." Can add final pdf when published.
|
|
Keyword:
cognitive processes; cognitive validity; eye-tracking; reading; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
|
|
URL: http://hdl.handle.net/10547/625319
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Developing an academic literacy test for university students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Reading during an academic reading-into-writing task: an eye-tracking study
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
