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，探讨了笔记策略对写作中从简单到概括任务有效性的影响。在我们的试点研究中，我们报告了四个主要发现。首先，高水平的学生在总结听力输入时不一定产生更多的单词。与读写任务不同，书面产出并不一定反映听力理解，这表明阅读和听力输入可能会使用不同的策略来处理和产生书面产出。第二，学生对听力理解的自我评价不能预测他们在“概括-总结”任务中的表现。这一发现强调了使用客观的措施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他们在从简单到概括的任务中的表现。然而，记笔记仍然是学生需要培养的一项重要技能，因为它可以帮助学生在听力任务中处理和保留信息。第四，注视持续时间与对听力脚本的注意有关，有助于更好的理解。这项研究表明，注意力集中，作为衡量固定时间，可能是一个重要的因素，考虑在预测性能的总结任务。我们的研究说明了使用客观的措施来评估听力理解的重要性和需要在这方面进行进一步的研究。

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.