The Social Situational Awareness of Japanese Learners of English as a Foreign Language

在2021-2022学年的研究阶段，最初的试点测试阶段暴露了使用基于屏幕的眼球追踪软件的问题。这个问题与使用基于纸张的评估部分有关，这导致参与者在监视器（跟踪他们的眼睛模式）和反应表之间摇摆不定。这导致了校准问题。为了解决这个问题，在2022-2023学年，我重新设计了所有的项目提示，以便将基于视频的实用主义评估的原始纸质部分进行数字化处理，并添加到基于屏幕的版本中。这使得评估的所有方面都成为眼球追踪软件捕捉到的刺激的一部分。我已经完成了这些修复，进一步的试点测试表明，在数据收集过程中，参与者的眼球运动不再含糊不清。现在，参与者不再在单独的一张纸上写下项目回答，而是大声说出他们的选择，并被录音。这些数据和研究人员的笔记一起被添加到眼动仪捕获的数据中。迄今为止的研究表明，学习者关注屏幕上说话者的面部表情和手势的方式与个人关注现实世界中的交流行为的方式相似。这一初步发现支持了研究人员在第二语言教学和评估中增加使用真实资源的呼吁。

During the research stage for the academic year 2021-2022, the initial pilot-testing phase revealed issues with the use of the screen-based eye-tracking software. The issue related to the use of a paper-based component of the assessment, which resulted in participants waffling between the monitor, where their eye patterns were tracked, and the response sheet. This resulted in calibration issues. To resolve this, in the academic year 2022-2023, I redesigned all of the item prompts so that the original paper-based portions of the video-based pragmatic assessment were manipulated digitally and added to the screen-based version. This allowed for all aspects of the assessment to be part of the stimuli captured by eye-tracking software. I have accomplished these fixes and further pilot testing has revealed that participants no longer waffle their eye movements during the data collection procedures. Now, rather than writing item responses on a separate piece of paper, participants vocalize their choices aloud and are audio-recorded. This data, along with researcher notes, are added to the data captured by the eye-tracker. Research so far suggests that learners attend to speakers’ facial expressions and gestures presented on screen in a fashion similar to how individuals attend to real-world communication behaviors. This preliminary finding supports calls researchers have made for increased use of authentic resources in both second language instruction and assessment.