Comparing L2 learners’ strategy use in literal vs. inferential Rreading: A cognitive validity study through eye-tracking

Abstract

In language testing, a test's cognitive validity is assessed in terms of the match between cognitive processes elicited from a reader and the processes which a test taker would use in non-test conditions. A reading test should require readers to go through levels of comprehension for enhanced cognitive validity. Herein, the importance of careful examination of the cognitive processes of readers taking a reading test should be examined closely. As such, this study was motivated by the need to determine if eye movements could provide valuable information about test takers' cognitive processes as they answer literal and inferential questions in a standardized reading test. To this end, the participants’ eye movements in specified areas of interest were analyzed in detail using eye-tracking methodology considering its precedence over other techniques. Results of the study displayed that eye movements of competent and experienced readers do not differ showing they go through similar cognitive processes. Also, it was seen that there is a significant difference in the eye movements in certain interest areas but not in others while answering literal vs. inferential questions depending on going through levels of comprehension and using variety of reading strategies, substantiating the cognitive validity of the test. This study is important in terms of its exploratory findings and methodology as only a few studies in educational research examine cognitive processing and validity in second language through eye-tracking.