Arif SARIÇOBAN, Emrah DOLGUNSÖZ

CEFR and Eye Movement Characteristics during EFL Reading: The Case of Intermediate Readers

Bu çalışma öncelikle yabancı dilde okuma seviyesi ve göz hareketleri arasındaki ilişkiyi incelemeyi ve göz takip tekniğini kullanarak ADOÇ seviyeleri (B1-B2) arasındaki okuma becerisi açısından göz hareketlerini tanımlamayı amaçlamaktadır. 57 yabancı dil olarak İngilizce öğrenen katılımcı 2 deneysel ortamda test edilmiştir: Doğal okuma ve izole cümle uyarıcıları. Her iki deneyin sonuçları ortaya çıkarmıştır ki total fixation süresi ve first pass süresi dil seviyesi tarafından önemli derecede belirlenirken, second pass ve single fixation süreleri uyarıcı endekslidir. Dahası, her iki deneyde de B2 seviyesindeki öğrenciler B1 öğrencilerine nazaran daha az total fixation, first pass ve second pass oranları harcamışlardır. Bulgular göstermiştir ki göz hareketi özellikleri okuma becerisinin gelişmesiyle birlikte farklılık göstermektedir. Bunun yanı sıra gelecekte öğrencilerin okuma davranışlarının çevrimiçi gözlemlenebilmesi için göz takip tekniğinin eğitim amaçlı kullanımının üzerinde durulmuştur.

Yabancı Dil olarak İngilizce Okuma Sürecinde ADOÇ ve Göz Hareketleri Özellikleri: Orta Seviye Okuyucular

This study primarily aims to (1) examine the relationship between foreign language reading proficiency and eye movements during reading, and (2) to describe eye movement differences between two CEFR proficiency groups (B1 and B2) by using eye tracking technique. 57 learners of EFL were tested under two experimental conditions: Natural L2 reading and isolated sentence stimulus. The results revealed that total fixation duration and first pass time were predicted significantly by L2 reading proficiency in both experiments while second pass time and single fixation duration were found to be stimulus sensitive. Furthermore, B2 learners were observed to have less total fixation, first pass and second pass time and rate in both experiments when compared to B1 learners. The findings confirmed that characteristics of eye movements change as L2 reading skill develops. The use of eye tracking technique in future language classrooms to observe L2 learner reading development was also discussed.

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