Eye Movement Analysis Of Learning Strategies In College Students' English Reading

There are many indicators to judge learners' learning ability.Compared with a series of factors such as motivation level,self-efficacy and academic emotion,learning strategies play the most significant role in academic performance.At present,the study of learning strategies has gradually changed from theoretical study and general study to specific subject study.In this context,it is necessary to study the relationship between English learning strategies and English reading ability of non-English majors.In the study,eye movement technology was used to record learners' eye movement characteristics when answering questions,which could accurately record subjects' eye movement data and record their reading results.Twenty-eight no-English students from Qinghai Normal University were recruited to meet the requirements of eye movement experiment.According to the scores of the English Learning Strategy Questionnaire,the subjects were divided into high group and low group.The purpose of this study is to discuss the problems of students with lower learning strategies in answering reading questions through eye-movement techniques;to study the eye-movement characteristics of students with different learning strategies in answering reading questions;to compare the differences of eye-movement among subjects with different learning strategies;and to study the eyes of students with lower learning strategies in answering reading questions.Dynamic mode.According to the results of the study,the study discussed: reading comprehension scores of students with different learning strategies;eye movement characteristics of students with different learning strategies when answering different types of reading questions;and the relationship between eye movement problems and reading efficiency of students with lower learning strategies.Based on the experimental results,we draw the following conclusions:Firstly,the level of attention resources input affects the reading performance of the subjects.In the process of answering reading questions,students with lower learning strategies devote too much attention resources to the part of the experimentalmaterials and have no clear understanding of the overall logic of the materials;for the degree of processing local information affects the results of reading answers,students with lower learning strategies have longer fixation duration and longer fixation duration in answering reading questions.Participants processed the local information of the experimental materials to a greater extent,so that the main content and secondary content of the experimental materials were overprocessed,which required more attention time for information processing.Secondly,students with different levels of English learning strategies have different eye movement characteristics in the process of English reading.Students with lower learning strategies have smaller eye-hopping range,more fixation times and less content each time when they answer reading questions.They divide the whole material into smaller parts for information processing,which makes the scope of gaze smaller and can not be pre-processed for the follow-up content.Students with lower learning strategies have more times to look back than those with higher learning strategies when answering reading questions.It is difficult to determine the content of the follow-up materials.The information processed before can not guarantee the validity and easy to forget.They can not effectively extract valuable content from the materials.They can not memorize the extracted content for a long time.They need to carry on the material.Continuous reprocessing and repeated staring reduce the processing speed and efficiency of experimental information.The students with lower learning strategies spent more time blinking and gazing in the blank area than those with higher learning strategies in answering reading questions.There was no effective allocation of gazing time and gazing times in the experimental materials.Thirdly,students with low learning strategies have low efficiency in processing experimental materials when answering reading questions.The students with lower learning strategies have longer total gaze time and duration of gaze,more gaze times and return times,less eye-hop distance and less eye-hop amplitude,and the gaze points tend to stay in the invalid gaze area,which affects the efficiency of answering English reading questions.Students with different levels of English learning strategies have the greatest differences in metacognitive strategies.In the eye movement experiment,the processing efficiency of answering reading questions is related to the level of learning strategies.