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

本研究采用眼动追踪法研究了笔记策略对写作中听-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产生更多的单词。与从读到写的任务不同，书面产品并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阅读和听力输入的书面产品。其次，学生的听力理解自评不能预测他们在听力总结任务中的表现。这一发现强调了使用客观方法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听力-总结任务中的表现。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记忆信息。第四，注视时间与听力文本的注意力有关，有助于提高理解能力。研究表明，通过注视时间来衡量的注意力集中，可能是预测“听-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的方法来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.