The process of reading Enem Spanish questions: Evidence of eye tracking
This paper presents an eye tracking study on the reading process of high school students while answering questions from the Enem-2017 Spanish Language Test. The research was aimed at identifying reading strategies and sources of difficulty of two groups of participants when taking the test. Group A...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | letrônica |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/37530 |
| Acesso em linha: | https://revistaseletronicas.pucrs.br/letronica/article/view/37530 |
| Access Level: | acceso abierto |
| Palavra-chave: | Enem Eye Tracking Spanish Reading Psycholinguistics of bilingualism Rastreamento Ocular Espanhol Leitura Psicolinguística do bilinguismo |
| Resumo: | This paper presents an eye tracking study on the reading process of high school students while answering questions from the Enem-2017 Spanish Language Test. The research was aimed at identifying reading strategies and sources of difficulty of two groups of participants when taking the test. Group A (GA) had more previous study time in the Spanish Language and group B (GB) had less previous study time. The analyses considered eye movements (monitored during the task), accuracy and time of performance. Eye tracking data demonstrated that in both groups the preferred reading path is from the text to the multiple-choice alternatives and that textual complexity seems to affect the number and duration of fixations. There was a significant difference between the two groups, with more hits for GA than for GB. Therefore, the time devoted to studying the language seems to affect the performance of the participants in the reading comprehension. |
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