What Can Eye Movements Tell Us about Reading in a Second Language: A Scoping Review of the Literature

What Can Eye Movements Tell Us about Reading in a Second Language: A Scoping Review of the Literature

There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand...

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Bibliographic Details
Published in:Education sciences Vol. 14; no. 4; p. 375
Main Authors: Quiñonez-Beltran, Juan Francisco, Seymour, Taylor Marissa, Robbins, Robert A. J., Xu, Ying, Joshi, R. Malatesha
Format: Journal Article
Language:English
Published: Basel MDPI AG 01-04-2024
Subjects:
Analysis
Authors
Bilingual Students
Bilingualism
bilinguals
Cognition & reasoning
Cognitive Processes
Educational Technology
Eye movements
eye-tracking
Information Seeking
Language
Literature Reviews
Motor Reactions
Multilingualism
Neurological Impairments
Reading
Reading Difficulties
Reading Instruction
Reading Processes
Reading Research
Research Design
Search Strategies
Second Language Learning
Sight Vocabulary
Word Recognition
Written Language
United Kingdom
France
China
Germany
Finland
Russia
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Summary:There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand the reading processes is by using eye-tracking methodologies to explore reading processes online. This review focuses on the research done about reading processes in bilinguals to understand the effect of L1 in L2 processing. We found that most of the studies followed two methods of comparison: Bilinguals vs. monolinguals and L1 vs. L2. In general, bilinguals presented longer times in all reading measures; however, the results are discussed based on different characteristics of the studies and the type of comparison.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14040375