The Effect Of Graph Types On Test Takers’ Performance

As an integrated writing task,the "Graph Writing" task has been widely accepted by large-scale foreign language assessments,for example,the International English Language Testing System-IELTS,Main Suite Examinations-MSE.However,the effect of different graph types on test takers’performance is still a focus of controversy.ETIC advanced written communication Task two-"Report Writing" is a representative "Graph writing" task,which adopts different graph types.This study is aimed to explore the influence of different graph types on test takers’ performance,so as to collect some evidence for ETIC’s subsequent research and validation.By triangulating eye tracking technology and retrospective interview,this study adopted a within-subject design,to examine the effect of different graphs(bar graphs vs.line graphs)on 32 ETIC test takers’"Report Writing" tasks performance.Results showed that there was no significant influence of different graph types on test takers’holistic scores.However,graph types had a remarkable effect on test takers’cognitive processes.Firstly,eye tracking data manifested that:1)for the AOIs of task instruction,the line instruction received longer first fixation time,less fixation counts,less dwell time,less fixation percentage and less dwell time percentage than those in the bar instruction;2)for the AOIs of graph,the bar graph got more fixation counts,more dwell time,more fixation percentage and more dwell time percentage than those in the line graph;3)for the AOIs of writing box,the line writing box acquired more fixation counts,more dwell time,more fixation percentage and more dwell time percentage.Secondly,interview data showcased that:1)test takers spent more time and made more cognitive efforts to comprehend bar graphs than line graphs;2)test takers obeyed certain "graph conventions" when they completed the "Report Writing" tasks.This study has to some extent improved the working model of test takers’cognitive processes when they conducted "Report Writing" tasks;shown the application of the addition two eye tracking metrics(i.e.,fixation%and dwell time%)in exploring test takers’cognitive processes;provided some evidence for ETIC’s research and validation;and offered advice to foreign language teachers and candidates on how to learn "Graph writing" tasks.