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Eye-tracking as a research method in language testing
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Abstract:
Eye-tracking, which involves the recording of people’s eye movements, has only recently been adopted as a research method in the fields of second language learning and testing. This chapter provides examples of studies that have demonstrated how eye-tracking methodology can inform language test theory, development, and validation. It also illustrates the type of research questions it could help answer, while pointing out the need for methodological adaptations to fit the context of language testing.
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URL: https://eprints.lancs.ac.uk/id/eprint/164730/ https://doi.org/10.1007/978-3-030-79143-8_128
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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Text authenticity in listening assessment:Can item writers be trained to produce authentic-sounding texts?
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The Routledge handbook of second language acquisition and language testing
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Perspectives on "knowing" a second language:What are we seeking to measure?
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Trajectories of language assessment literacy in a teacher-researcher partnership:Locating elements of praxis through narrative inquiry
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International language proficiency standards in the local context:Interpreting the CEFR in standard setting for exam reform in Luxembourg
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Towards social justice for item writers:Empowering item writers through language assessment literacy training
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Is anybody listening?:The nature of second language listening in integrated listening-to-summarize tasks
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Language testing in the ‘hostile environment’:The discursive construction of ‘secure English language testing’ in the United Kingdom
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The role of working memory in young second language learners’ written performances
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Going online:The effect of mode of delivery on performances and perceptions on an English L2 writing test suite
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Exploring the role of phraseological knowledge in foreign language reading
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