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Selective attention of L2 learners in task-based reading online

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Item Summary

dc.contributor.author Prichard, Caleb
dc.contributor.author Atkins, Andrew
dc.date.accessioned 2020-05-22T02:30:26Z
dc.date.available 2020-05-22T02:30:26Z
dc.date.issued 2019-10
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66933
dc.description.abstract Selective attention to task-relevant content is an essential strategy for readers. There is evidence that proficient readers more often consider their purpose and focus attention selectively. However, eye tracking research has revealed several limitations with survey data on reading strategies, and few second language (L2) reading studies have explicitly examined selective attention. This study includes two experiments utilizing eye tracking to determine how Japanese university-aged learners read an online text to research specific information. The first experiment evaluates the reading strategies of the participants and examines the effect on task performance. The second experiment investigates the effect of strategy training. The eye tracking results in experiment one suggested that many participants did not display strategic competence. Selective attention and the number of reading strategies identified in the data correlated with task-performance. The second experiment revealed that strategy training increased the use of selective attention and improved task performance.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject second language reading
dc.subject reading strategies
dc.subject eye tracking
dc.subject selective attention
dc.subject strategy training
dc.title Selective attention of L2 learners in task-based reading online
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66933
prism.volume 31
prism.number 2
prism.startingpage 269
prism.endingpage 290
local.rfl.topic The Reading Process
Appears in Collections: Volume 31, No. 2


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