O n f e r e n c e

Maribel Montero Perez 
KU Leuven Kulak, Kortrijk, Belgium 
[e-mail] 
Eye-Tracking as a Means to Gauge L2 Learne
rs’ Caption
-Reading 
Behavior and Attention Allocation 
Bio data 
Maribel Montero Perez
obtained her PhD in 2013 and is currently a senior researcher 
within the iMinds - ITEC research group (KU Leuven Kulak). Her research interests 
concern the effectiveness of audio-visual input for L2 vocabulary acquisition and the use 
of eye-tracking for investigating vocabulary learning from watching captioned video. She 
has published her research in several international journals such as 
System, Language 
Learning & Technology
, and 
ReCALL
.
Abstract 
An increasing body of literature is now focusing on the potential of eye-tracking as a 
means to investigate word learning from written input (e.g. Godfroid, Boers, & Housen, 
2013) or caption-reading behaviour (Winke, Gass, & Sydorenko, 2013; Bisson, Van 
Heuven, Conklin, & Tunney, 2012). However, further research is required in order to 
determine caption-
reading behaviour and students’ use of captions in relation to 
vocabulary acquisition from video.
The present study focus
es on students’ use of full captions in an incidental vocabulary 
learning condition. Eight Dutch-speaking students of French were informed that they 
were to watch two short French clips, which would be followed by a comprehension task. 
While the participants watched the two clips, their eye movements were recorded with a 
Tobii X120 eye-tracker. Having completed the comprehension task, participants took 
vocabulary tests measuring form recognition, meaning recall, and meaning recognition of 
a predefined set of 19 target words (i.e. the unknown words). 
In order to analyse caption-reading behaviour, we analysed total fixation durations in the 
captioning line as well as the gaze plots in order to identify reading patterns. We also 
analysed fixation durations on the target words.
Results indicate that students spent approximately 60% of the time that captions were 
shown on the captions. Results also revealed a positive, albeit non-significant relationship 
between fixation duration and word learning. Findings are discussed in relation to the 
literature on caption-reading behaviour, attention, and word learning through video 
input. We also highlight advantages and drawbacks of eye-tracking technology in light of 
the findings of the present study.