Using Eye-Tracking to Decode Spelling Challenges for Iranian EFL Learners in Malaysia
DOI:
https://doi.org/10.17507/tpls.1607.11Keywords:
eye-tracking, EFL learners, spelling acquisition, visual attention, cognitive processingAbstract
Spelling remains one of the most challenging aspects of English language learning for Iranian English as a Foreign Language (EFL) learners, largely due to the fundamental orthographic differences between the English and Persian writing systems. This study aims to examine the effect of applying Tabrizi et al.’s (2013) spelling methods on the eye movements of Iranian EFL students in Malaysia during English word memorization. To identify high-frequency errors, preliminary spelling tests were administered, and Tabrizi’s classification was used to categorize participants. Eye-tracking technology (EyeNTNU-120) was employed to record and analyze the eye movements of 14 participants (9 female, 5 male), stratified into high- and low-proficiency groups. The analysis focused on fixation counts, saccade numbers, and "Hot Zones" to reveal differences in visual attention patterns. Findings indicated a significant relationship between eye movement patterns and spelling proficiency (p < 0.05). Specifically, high-proficiency spellers demonstrated more frequent saccades, increased regressions, and longer fixation durations, reflecting active cognitive processing and self-monitoring strategies. Conversely, low-proficiency spellers exhibited fewer and shorter fixations, suggesting shallower processing and difficulty in attending to orthographic details. These results provide valuable insights into the cognitive mechanisms of spelling acquisition and highlight the potential of eye-tracking as an effective diagnostic tool for identifying and addressing spelling difficulties among EFL learners.
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