The Interplay between attention, experience and skills in online language teaching

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers’ thoughts and actions during online tutorials. Taking a sociocultural perspective, this study explores the interplay between the attention focus of language teachers during synchronous online tutorials and their reflections on their own teaching practices. Eyetracking data show that patterns of attention focus on different areas of the screen (representing technical facilities, social interaction and content) are related to practitioners’ experience in online teaching including familiarity with a particular platform. In particular, those with less online teaching experience display greater attention to technical areas than their more experienced colleagues. These findings are confirmed in the teachers’ reflective interviews, stimulated by watching gazeplot videos of their online tutorials. Their reflections also yield deeper insight into reasons for particular actions. Thematic analysis was used to relate the reflections on teaching strategies to the levels of online teaching skills (Hampel & Stickler 2005, New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311–326). Our research has extended Bax’s normalisation (2003, CALL – past, present and future. System 31(1). 13–28. doi: 10.1016/s0346-251x(02)00071-4) of the use of technology in face-to-face classroom learning into online learning environments. Mirroring the ontogenetic development of increasing digitalisation, teachers in online environments appropriate the skills necessary to free cognitive resources for attending to social and pedagogic aspects of their teaching

An eye movement corpus study of the age-of-acquisition effect

In the present study, we investigated the effects of word-level age of acquisition (AoA) on natural reading. Previous studies, using multiple language modalities, showed that earlier-learned words are recognized, read, spoken, and responded to faster than words learned later in life. Until now, in visual word recognition the experimental materials were limited to single-word or sentence studies. We analyzed the data of the Ghent Eye-tracking Corpus (GECO; Cop, Dirix, Drieghe, & Duyck, in press), an eyetracking corpus of participants reading an entire novel, resulting in the first eye movement megastudy of AoA effects in natural reading. We found that the ages at which specific words were learned indeed influenced reading times, above other important (correlated) lexical variables, such as word frequency and length. Shorter fixations for earlier-learned words were consistently found throughout the reading process, in both early (single-fixation durations, first-fixation durations, gaze durations) and late (total reading times) measures. Implications for theoretical accounts of AoA effects and eye movements are discussed

A methodological framework for capturing relative eyetracking coordinate data to determine gaze patterns and fixations from two or more observers

While physical activity during cancer treatment is found beneficial for breast cancer patients, evidence indicates ambiguous findings concerning effects of scheduled exercise programs on treatment-related symptoms. This study investigated effects of a scheduled home-based exercise intervention in breast cancer patients during adjuvant chemotherapy, on cancer-related fatigue, physical fitness, and activity level. Sixty-seven women were randomized to an exercise intervention group (n=33, performed strength training 3x/week and 30 minutes brisk walking/day) and a control group (n=34, performed their regular physical activity level). Data collection was performed at baseline, at completion of chemotherapy (Post1), and 6-month postchemotherapy (Post2). Exercise levels were slightly higher in the scheduled exercise group than in the control group. In both groups, cancer-related fatigue increased at Post1 but returned to baseline at Post2. Physical fitness and activity levels decreased at Post1 but were significantly improved at Post2. Significant differences between intervention and control groups were not found. The findings suggest that generally recommended physical activity levels are enough to relief cancer-related fatigue and restore physical capacity in breast cancer patients during adjuvant chemotherapy, although one cannot rule out that results reflect diminishing treatment side effects over time

Pinocchio's Pupil: Using Eyetracking and Pupil Dilation to Understand Truth Telling and Deception in Sender-Receiver Games

We report experiments on sender-receiver games with an incentive for senders to exaggerate. Subjects "overcommunicate" -- messages are more informative of the true state than they should be, in equilibrium. Eyetracking shows that senders look at payoffs in a way that is consistent with a level-k model. A combination of sender messages and lookup patterns predicts the true state about twice as often as predicted by equilibrium. Using these measures to infer the state would enable receiver subjects to hypothetically earn 16-21 percent more than they actually do, an economic value of 60 percent of the maximum increment

Qualitative and mixed methodology for online language teaching research

This paper provides an overview of CALL (Computer Assisted Language Learning), its history and current developments. It presents a rationale for moving CALL research forward, and outlines a particular approach to researching online language teaching and learning: the use of qualitative methodology. It is in this historical context that a case for more qualitative and integrative research designs is made. Examples of qualitative and mixed method studies are taken from the context of language teaching at the Open University in the United Kingdom, the largest institution of its kind in Europe, with a remit of teaching all subjects at university level to adults, regardless of their prior qualifications. With the help of these examples the scope and promise of qualitative approaches are discussed

Eyetracking Metrics in Young Onset Alzheimer’s Disease: A Window into Cognitive Visual Functions

Young onset Alzheimer’s disease (YOAD) is defined as symptom onset before the age of 65 years and is particularly associated with phenotypic heterogeneity. Atypical presentations, such as the clinic-radiological visual syndrome posterior cortical atrophy (PCA), often lead to delays in accurate diagnosis. Eyetracking has been used to demonstrate basic oculomotor impairments in individuals with dementia. In the present study, we aim to explore the relationship between eyetracking metrics and standard tests of visual cognition in individuals with YOAD. Fifty-seven participants were included: 36 individuals with YOAD (n =  26 typical AD; n =  10 PCA) and 21 age-matched healthy controls. Participants completed three eyetracking experiments: fixation, pro-saccade, and smooth pursuit tasks. Summary metrics were used as outcome measures and their predictive value explored looking at correlations with visuoperceptual and visuospatial metrics. Significant correlations between eyetracking metrics and standard visual cognitive estimates are reported. A machine-learning approach using a classification method based on the smooth pursuit raw eyetracking data discriminates with approximately 95% accuracy patients and controls in cross-validation tests. Results suggest that the eyetracking paradigms of a relatively simple and specific nature provide measures not only reflecting basic oculomotor characteristics but also predicting higher order visuospatial and visuoperceptual impairments. Eyetracking measures can represent extremely useful markers during the diagnostic phase and may be exploited as potential outcome measures for clinical trials

Referential precedents in spoken language comprehension: a review and meta-analysis

Listeners’ interpretations of referring expressions are influenced by referential precedents—temporary conventions established in a discourse that associate linguistic expressions with referents. A number of psycholinguistic studies have investigated how much precedent effects depend on beliefs about the speaker’s perspective versus more egocentric, domain-general processes. We review and provide a meta-analysis of visual-world eyetracking studies of precedent use, focusing on three principal effects: (1) a same speaker advantage for maintained precedents; (2) a different speaker advantage for broken precedents; and (3) an overall main effect of precedents. Despite inconsistent claims in the literature, our combined analysis reveals surprisingly consistent evidence supporting the existence of all three effects, but with different temporal profiles. These findings carry important implications for existing theoretical explanations of precedent use, and challenge explanations based solely on the use of information about speakers’ perspectives