Eye-tracking Study: Investigating underlying constructs of the listening-to-summarize English tasks

本研究采用眼动追踪的方法，考察了笔记策略对听写总结任务有效性的影响。在我们的初步研究中，我们报告了四个主要发现。首先，熟练程度较高的学生在总结听力输入时并不一定会产生更多的单词。与读写任务不同，书面材料不一定反映听力理解，这表明可以使用不同的策略来处理和产生用于阅读和听力输入的书面材料。其次，学生对听力理解的自我评价不能预测他们在听-总结任务中的表现。这一发现突显了使用客观测量来评估听力理解的重要性。第三，笔记策略不能预测学生的听力理解水平和听力总结任务的成绩。然而，做笔记对学生来说仍然是一项重要的技能，因为它可以帮助学生在听力任务中处理和记忆信息。第四，注视时长与听力脚本的注意力有关，有助于更好地理解。这项研究表明，以注视持续时间衡量的注意力集中，可能是预测听力到总结任务表现的一个重要因素。我们的研究说明了使用客观方法评估听力理解的重要性，以及在这一领域进一步研究的必要性。

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.