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How do L2 learners of Turkish read texts with graphics? An eye-tracking study

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Abstract

This study aimed to determine the variables affecting the eye-movements of second-language (L2) learners of Turkish in Türkiye while solving a test consisting of questions that included graphics. A total of 115 L2 learners participated in the research (21 in the pilot study and 94 in the main study). We presented a test consisting of five multiple-choice questions with graphics (GT) as a stimulus on the screen and investigated the following variables to see whether participants’ eye-movements were affected by age, gender, native country, mother tongue, reading direction in the mother tongue, department at the university, education level, opting to have questions with graphics in the Turkish Learning, Research and Application Center (TÖMER) and the Language Teaching Research and Application Center (DİLMER) exams and success on the GT. We investigated whether these independent variables had an effect on the eye-movement measurements and examined the relation between the GT success and success on the TÖMER/DİLMER comprehension exam. Results indicate that gender, education level, opting to have graphic questions in the TÖMER/DİLMER exams, and GT success had significant effects on various eye-movements.

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Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We would like to express our gratitude to the students learning Turkish as a foreign language at Gazi University and Ankara Hacı Bayram Veli University, where we obtained the data of this study, to the managers and teachers of the language teaching centers.

Funding

The first researcher was supported by the Scientific and Technological Research Council of Turkey with a scholarship called BIDEB 2011-A General Domestic Doctorate Scholarship Program 2017/2 during his doctorate education, which also included the data collection process of this study.

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Authors and Affiliations

  1. Faculty of Education, Kırşehir Ahi Evran University, Bağbaşı, Şehit Necdet Yağız Street No: 143 / E Central District, Campus of Bağbaşı, Kırşehir, Turkey

    Mustafa Armut

  2. Gazi University Gazi Faculty of Education Emniyet Neighbourhood, Bandırma Street, Hersek No: 6/32 06500 Beşevler, Yenimahalle, Ankara, Turkey

    Mehmet Kara

Authors
  1. Mustafa Armut
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  2. Mehmet Kara
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Contributions

Conceptualization: [Mustafa ARMUT, Mehmet KARA], Methodology: [Mustafa ARMUT, Mehmet KARA], Formal analysis and investigation: [Mustafa ARMUT], Writing—original draft preparation: [Mustafa ARMUT]; Writing—review and editing: [Mustafa ARMUT, Mehmet KARA], Resources: [Mustafa ARMUT, Mehmet KARA], Supervision: [Mehmet KARA].

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Correspondence to Mustafa Armut.

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Conflict of interest

The authors declare that they have no conflict of interest.

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Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This study was based on the data of the doctoral thesis titled "Investigation of Learners' Reading Skills in Graphic Questions with Eye Tracking Technique in Teaching Turkish to Foreigners" conducted by the first researcher under the supervision of the second researcher.

The data of this study were obtained at Gazi University Turkish Learning, Research and Application Center in Ankara-Turkey.

Mustafa Armut is responsible for all stages of refereeing and publication, as well as post-publication correspondence.

Appendix

Appendix

Figures 1, 2, 3, 4, and 5

Fig. 1
figure 1

The first multiple-choice question that students solved

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Fig. 2
figure 2

The second multiple-choice question that students solved

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Fig. 3
figure 3

The third multiple-choice question that students solved

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Fig. 4
figure 4

The fourth multiple-choice question that students solved

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Fig. 5
figure 5

The fifth multiple-choice question that students solved

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Armut, M., Kara, M. How do L2 learners of Turkish read texts with graphics? An eye-tracking study. Educ Inf Technol 29, 4699–4743 (2024). https://doi.org/10.1007/s10639-023-12017-8

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