Eye-tracking Study: Investigating underlying constructs of the listening-to-summarize English tasks

眼动追踪研究：调查听力总结英语任务的基本结构

基本信息

批准号：
21K00733
负责人：
西川美香子
金额：
$ 2.66万
依托单位：
Nagasaki University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2021
资助国家：
日本
起止时间：
2021-04-01 至 2024-03-31
项目状态：
已结题

项目摘要

Our study investigated the impact of note-taking strategies on the effectiveness of the listen-to-summarize task in writing using an eye-tracking method. In our pilot study, we reported four major findings. Firstly, higher proficiency students did not necessarily produce a higher number of words when summarizing listening inputs. Unlike reading-to-write tasks, written products do not necessarily mirror listening comprehension, indicating that different strategies may be used to process and produce written products for reading and listening inputs. Secondly, students' self-rating of listening comprehension cannot predict their performance on the listen-to-summarize task. This finding highlights the importance of using objective measures to assess listening comprehension. Thirdly, note-taking strategies cannot predict students' level of listening comprehension and their performance on the listen-to-summarize task. However, note-taking is still an important skill for students to develop, as it can aid in processing and retaining information during listening tasks. Fourthly, fixation duration is related to attention to the listening script and can contribute to better comprehension. The study suggests that attentional focus, as measured by fixation duration, may be an important factor to consider in predicting performance on listening-to-summarize tasks. Our study illustrated the importance of using objective measures to assess listening comprehension and the need for further research in this area.

我们的研究调查了笔记策略对使用眼睛追踪方法书写的侦听任务的有效性的影响。在我们的试点研究中，我们报告了四个主要发现。首先，在总结听力输入时，较高的熟练程度不一定会产生更高的单词。与阅读到写作任务不同，书面产品不一定反映了听力理解，这表明可以使用不同的策略来处理和生产书面产品用于阅读和听力输入。其次，学生对听力理解的自我评价无法预测他们在聆听任务上的表现。这一发现突出了使用客观措施评估听力理解的重要性。第三，笔记策略无法预测学生的听力理解水平及其在聆听任务上的表现。但是，笔记仍然是学生发展的重要技能，因为它可以帮助在聆听任务期间处理和保留信息。第四，固定持续时间与对听力脚本的关注有关，并且可以有助于更好地理解。该研究表明，按照固定持续时间衡量的注意力重点可能是预测听力到夏季任务的性能时要考虑的重要因素。我们的研究说明了使用客观措施评估听力理解的重要性，并需要在该领域进行进一步研究。