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This study uses eyetracking to examine ten beginner to lower-intermediate Chinese as a Foreign Language learners during two multimodal online activities: reading and interaction. After viewing gaze data, stimulated-recall interviews capture learners’ engagement with the screen and intentions while reading or speaking online, revealing task- and cue-dependent gaze patterns.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/eye-movements-of-online-chinese-learners-research-article/595664/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/eye-movements-of-online-chinese-learners-research-article/595664.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What research method does the study use to investigate learners’ attention?","Question",{"text":112,"@type":113},"The study employs eyetracking to record gaze focus and stimulated recall interviews where learners reflect on their engagement and intentions during online tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two kinds of online activities are compared in the study?",{"text":117,"@type":113},"The participants complete one reading-focused activity and one interactive speaking/communication activity in a multimodal synchronous environment.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings show about gaze focus during reading tasks?",{"text":121,"@type":113},"During reading tasks, when both Pinyin transcriptions and Chinese characters are shown, beginner and lower-intermediate learners focus to some extent on Pinyin.",{"name":123,"@type":110,"acceptedAnswer":124},"What draws learners’ attention during interactive tasks, according to the article?",{"text":125,"@type":113},"In interactive tasks, learners’ gaze is drawn to screen elements not immediately required for technical or linguistic reasons, including cues interpreted as social presence such as names and emoticons.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595664,1792161284,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico (online) issn 2056–9017  \nArticle  \nEye movements of online Chinese learners  \nUrsula Stickler and Lijing Shi  \nAbstract  \nAlthough online tutorials are becoming commonplace for language teaching, very few studies to date have provided insights into learners’ behaviours in synchronous online interactions from their own perspective.  \nThis study employs eyetracking technology to investigate ten learners’ attention during synchronous online language learning in a multimodal environment. The participants were learners of Chinese as a Foreign Language at beginner’s or lower-intermediate level. While learners took part in two different online activities, one focusing on reading, the other on interaction with others, their gaze focus was tracked, and in subsequent stimulated recall interviews the learners reflected on their engagement with the screen and their intentions while reading or speaking online.  \nOur findings show that during reading tasks, when Pinyin transcriptions as well as Chinese characters were presented, all beginner and lower intermediate participants focused to some degree on the Pinyin. In the interactive task learners’ gaze was drawn to elements of the screen that were not immediately necessary for technical or linguistic reasons but that could be interpreted as containing social presence information, e.g. names listed and emoticons employed by other users.  \nKeywords: Chinese as a Foreign Language; Computer Assisted Language Learning; eyetracking; stimulated recall; Synchronous Computer Mediated Communication (SCMC)  \nAffiliation  \nThe Open University, UK.  \nemail: [ursula.stickler@open.ac.uk](ursula.stickler@open.ac.uk) (corresponding author)  \ncalico vol 32.1 2015 52–81 ©2014, equinox publishing  \ndoi : 10. 1558/calico.v32i1 .25964  \nUrsula Stickler and Lijing Shi 53  \nIntroduction  \nDespite the fact that online language learning is becoming ‘normalised’ (Bax, 2003, 2011) research has not yet produced a clear picture of learners’ attention focus during synchronous online language learning sessions. As suggested by various researchers (Chun, 2013; Fischer, 2007), finding out what learners actually do when they learn online is an essential step in advancing our knowledge about CALL (Computer Assisted Language Learning) or CMC (Computer Mediated Communication) for online language learning.  \nOne suggested method that has gained prominence over the past years is eyetracking (O'Rourke, 2012; Smith, 2010), a research technique which enables the detailed study of a person’s gaze movement. By recording reflections from the user’s pupils, the exact position and duration of fixation at a given point is captured. Eyetracking can be a valuable method for revealing learners’ attention focus during online activities. Our study employs eyetracking to investigate the learning of Mandarin Chinese in an online multimodal environment.  \nOnline language tutorials at beginner’s and lower intermediate level, particularly for a non-alphabetic language like Chinese, typically combine different activities including speaking, listening, reading, pronunciation practice, vocabulary learning, and silently practising along with peer learners (Stickler and Shi, 2013). Specific online tasks can also include dragging and dropping items on a screen area, using emoticons or checking the meaning ofunfamiliar vocabulary items in an online dictionary. In a well-designed online tutorial, interaction with materials and with other speakers is integrated to maximize scaffolding and support, crucial for a successful learning experience.  \nIn other words, online language learning tutorials are multimodal (Hampeland Stickler, 2012; Jewitt et al., 2001) . In this article we are referring to the modes most prominently apparent in a synchronous audio-graphic environment, i.e. speaking, written teaching text, synchronous writing (textchat), images, and potentially a video broadcast. Multimodality plays a particular role in learning Chinese as a Fore","cbCairza4vBB1EdE","https://ap.wps.com/l/cbCairza4vBB1EdE","pdf",4847188,"English","# Introduction\n# Literature Review\n## Developments in online language teaching\n# Study Design and Methods\n# Research Questions and Findings","[{\"question\":\"What research method does the study use to investigate learners’ attention?\",\"answer\":\"The study employs eyetracking to record gaze focus and stimulated recall interviews where learners reflect on their engagement and intentions during online tasks.\"},{\"question\":\"Which two kinds of online activities are compared in the study?\",\"answer\":\"The participants complete one reading-focused activity and one interactive speaking/communication activity in a multimodal synchronous environment.\"},{\"question\":\"What do the findings show about gaze focus during reading tasks?\",\"answer\":\"During reading tasks, when both Pinyin transcriptions and Chinese characters are shown, beginner and lower-intermediate learners focus to some extent on Pinyin.\"},{\"question\":\"What draws learners’ attention during interactive tasks, according to the article?\",\"answer\":\"In interactive tasks, learners’ gaze is drawn to screen elements not immediately required for technical or linguistic reasons, including cues interpreted as social presence such as names and emoticons.\"}]","Eye movements of online Chinese learners - Research article | PDF",1792081588,76]