| Popis: |
This study extends previous reactivity research on the cognitive effects of think-alouds to include eye-tracking methodology. Unlike previous studies, we supplemented traditional superiority tests with equivalence tests, because only the latter are conceptually appropriate for demonstrating non-reactivity. Advanced learners of English read short English texts embedded with pseudo words in an eye-tracking (n = 28), a think-aloud (n = 28), or a silent control condition (n = 46). Results indicated that neither eye-tracking nor thinking aloud affected text comprehension. In terms of vocabulary recognition, thinking aloud had a small, positive effect, and the results for eye-tracking were mixed. We discuss challenges and opportunities of equivalence testing and explore ways to improve study quality more generally in second language acquisition research. |
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