Second Language Reading and Recall Processes under Different Reading Purposes: An Eye-Tracking, Keystroke-Logging, and Stimulated Recall Study

Autor/inn/en	Jung, Jookyoung; Lee, Minjin
Titel	Second Language Reading and Recall Processes under Different Reading Purposes: An Eye-Tracking, Keystroke-Logging, and Stimulated Recall Study
Quelle	In: Language Awareness, 32 (2023) 2, S.278-300 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Jookyoung) ORCID (Lee, Minjin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2069251
Schlagwörter	Recall (Psychology); Eye Movements; Second Language Learning; Second Language Instruction; Writing Processes; Revision (Written Composition); Undergraduate Students; Essays; Word Processing; Korean; Native Language; Reading Processes; Foreign Countries; English (Second Language); Language Tests; Language Proficiency; Reading Writing Relationship; South Korea; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Abberufung; Augenbewegung; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Essay; Aufsatzunterricht; Textverarbeitung; Koreanisch; Leseprozess; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Korea; Republik
Abstract	This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01