Eye-tracking Study: Investigating underlying constructs of the listening-to-summarize English tasks
Project/Area Number |
21K00733
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Review Section |
Basic Section 02100:Foreign language education-related
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Research Institution | Nagasaki University |
Principal Investigator |
西川 美香子 長崎大学, 多文化社会学部, 准教授 (60448016)
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Co-Investigator(Kenkyū-buntansha) |
堀口 由貴男 関西大学, 総合情報学部, 教授 (50362455)
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Project Period (FY) |
2021-04-01 – 2024-03-31
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Project Status |
Granted (Fiscal Year 2022)
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Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2023: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2022: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2021: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
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Keywords | Eye-tracking / Cognitive Process / Listen-to-summarize / Note-taking strategies / Cognitive process / Listen-to-summaraize / cognitive process / summary writing / summary speech / integrated task |
Outline of Research at the Start |
In this study, we will recruit a total of 50 participants ranging from A2 to C1 levels of English proficiency who will participate in the experiment twice for a total of four tasks. Data collection is two fold (Phase I and Phase II). Each experiment should take approximately 60 minutes, including 10 minutes break in between the two tasks. Participants will wear a noise cancellation headset for listening and they are allowed to take notes while listening. They are asked to summarize the lectures (with or without image) in forms of both writing and speaking.
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Outline of Annual Research Achievements |
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.
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Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
After receiving valuable insights from the pilot data, we revised our experiment design to focus on the distinguishing traits of successful and unsuccessful listening strategies. With the improved design, we were able to collect 40 sets of data from 20 participants who completed two types of listening-to-summative tasks. Due to challenges in data collection during the academic semester, we conducted the study during the spring break, which took more time than we anticipated.
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Strategy for Future Research Activity |
In Phase II of our study, we undertook a redesign of the experiment in order to examine distinctive traits that predict successful and unsuccessful listening strategies during the listening-to-summarize task. To achieve this aim, we created two distinct listening-to-summarize tests using audio scripts sourced from Eiken Pre-Grade 1 and Pre-Grade 2 reading materials, respectively. By administering both tests to the same participants, we were able to monitor changes in gaze patterns and their impact on the performance of summative tasks. In total, our study involved 20 participants using eye-tracking method, and we also collected data using survey questions and keystrokes for further analysis. Going forward, our focus will be on analyzing the collected data and writing a manuscript for publication, as we move towards the final year of our project.
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Report
(2 results)
Research Products
(3 results)