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首页> 外文期刊>International journal of human-computer interaction >Differences between EFL Beginners and Intermediate Level Readers When Reading Onscreen Narrative Text with Pictures: A Study of Eye Movements as a Guide to Personalization
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Differences between EFL Beginners and Intermediate Level Readers When Reading Onscreen Narrative Text with Pictures: A Study of Eye Movements as a Guide to Personalization

机译：阅读带有文字的屏幕叙事文字时，EFL初学者和中级阅读者之间的差异：眼动研究作为个性化指南

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摘要

Compared to reading text alone, pictures are regarded as easier for readers to comprehend the context. For EFL readers, their reading behavior on text with pictures needs to be carefully inspected. The study aims to examine how different are the viewing behaviors of EFL beginners versus intermediate readers on reading narrative paragraphs and accompanying pictures. Seventeen junior high and twenty-one senior high students represented as EFL beginners and intermediate readers, respectively. Both of them read consecutively three screens with narrative texts and pictures illustrating the texts. The results showed that both beginners and intermediate readers paid more attention to the texts than the pictures. The beginners almost solely fixated on the texts and few fixations fell on to the pictures while the intermediates had more fixations on both texts and pictures. The eye-movement data in the specific AOIs showed that the intermediates made more references between text and pictures when they encountered difficult words or processed semantic meaning making. The beginners were less efficient in reading, having less fixated time on each screen, and encountered greater difficulties in comprehension than the intermediates. Based on eye-movement data, a personalized strategy to alter display sequence could be provided to support EFL beginners: Before going into narrative reading, a reminding message could be dispatched onscreen guiding them to view standalone pictures and to inspect pictorial components carefully to serve as the macro-reading strategy. The personalization could also be realized by posting cognitive and meta-cognitive level questions during the inspection of picture.
机译：与仅阅读文本相比，图片被认为更容易使读者理解上下文。对于EFL读者，需要仔细检查他们对带有图片的文本的阅读行为。这项研究旨在研究在阅读叙述性段落和随附图片时，初学者与中级阅读者的观看行为有何不同。分别代表EFL初学者和中级读者的17名初中和21名高中学生。他们俩都连续阅读三个带有叙述性文字和说明文字的图片的屏幕。结果表明，无论是初学者还是中级读者，对图片的重视程度都超过了图片。初学者几乎完全专注于文本，而对图片的关注很少，而中级语言对文本和图片的关注更多。特定AOI中的眼动数据表明，当中间体遇到困难的单词或经过处理的语义含义时，它们会在文本和图片之间提供更多参考。初学者阅读效率较低，每个屏幕的固定时间更少，并且在理解方面遇到的困难比中间人大。根据眼动数据，可以提供个性化的更改显示顺序的策略，以支持EFL初学者：在进入叙事阅读之前，可以在屏幕上发送提醒消息，指导他们查看独立图片并仔细检查图片组件以充当宏观阅读策略。个性化还可以通过在图片检查期间发布认知和元认知级别的问题来实现。

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