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Gazing into Cognition: Eye Behavior in Online L2 Speaking Tests

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Title: Gazing into Cognition: Eye Behavior in Online L2 Speaking Tests
Language: English
Authors: Burton, J. Dylan (ORCID 0000-0003-4902-7485)
Source: Language Assessment Quarterly. 2023 20(2):190-214.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Oral Language, Speech Communication, Language Tests, Eye Movements, English (Second Language), Second Language Learning, Computer Assisted Testing, Rating Scales, Guidelines, Test Items, Difficulty Level, Nonverbal Communication, Schemata (Cognition), Language Proficiency, Test Validity, Videoconferencing, Foreign Countries, Test Format, Second Language Instruction
Geographic Terms: European Union, China, Vietnam
DOI: 10.1080/15434303.2022.2143680
ISSN: 1543-4303
1543-4311
Abstract: The effects of question or task complexity on second language speaking have traditionally been investigated using complexity, accuracy, and fluency measures. Response processes in speaking tests, however, may manifest in other ways, such as through nonverbal behavior. Eye behavior, in the form of averted gaze or blinking frequency, has been found to play an important role in regulating information in studies on human cognition, and it may therefore be an important subconscious signal of test question difficulty in language testing. In this study, 15 CEFR B2/C1-level-English learners took a Zoom-based English test with ten questions spanning six CEFR complexity levels. The participants' eye behaviors were recorded and analyzed between the moment the test question ended and the beginning of their response. The participants additionally provided self-report data on their perceptions of test-question difficulty. Results indicated that as test questions increased in difficulty, participants were more likely to avert their gaze from the interlocutor. They did not, however, blink more frequently as difficulty changed. These results have methodological implications for research on test validation and the study of nonverbal behavior in speaking tests.
Abstractor: As Provided
Notes: https://doi.org/10.17605/OSF.IO/F2JXK
Entry Date: 2023
Accession Number: EJ1382454
Database: ERIC
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  Data: Gazing into Cognition: Eye Behavior in Online L2 Speaking Tests
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  Data: <searchLink fieldCode="AR" term="%22Burton%2C+J%2E+Dylan%22">Burton, J. Dylan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4902-7485">0000-0003-4902-7485</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Assessment+Quarterly%22"><i>Language Assessment Quarterly</i></searchLink>. 2023 20(2):190-214.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22European+Union%22">European Union</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
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  Data: 10.1080/15434303.2022.2143680
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  Data: 1543-4303<br />1543-4311
– Name: Abstract
  Label: Abstract
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  Data: The effects of question or task complexity on second language speaking have traditionally been investigated using complexity, accuracy, and fluency measures. Response processes in speaking tests, however, may manifest in other ways, such as through nonverbal behavior. Eye behavior, in the form of averted gaze or blinking frequency, has been found to play an important role in regulating information in studies on human cognition, and it may therefore be an important subconscious signal of test question difficulty in language testing. In this study, 15 CEFR B2/C1-level-English learners took a Zoom-based English test with ten questions spanning six CEFR complexity levels. The participants' eye behaviors were recorded and analyzed between the moment the test question ended and the beginning of their response. The participants additionally provided self-report data on their perceptions of test-question difficulty. Results indicated that as test questions increased in difficulty, participants were more likely to avert their gaze from the interlocutor. They did not, however, blink more frequently as difficulty changed. These results have methodological implications for research on test validation and the study of nonverbal behavior in speaking tests.
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  Data: As Provided
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  Data: https://doi.org/10.17605/OSF.IO/F2JXK
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  Data: 2023
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    Subjects:
      – SubjectFull: Oral Language
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      – SubjectFull: Speech Communication
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      – SubjectFull: Language Tests
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      – SubjectFull: China
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      – SubjectFull: Vietnam
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      – TitleFull: Gazing into Cognition: Eye Behavior in Online L2 Speaking Tests
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