Publication Date
In 2025 | 1 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 3 |
Descriptor
Publication Type
Information Analyses | 4 |
Journal Articles | 4 |
Opinion Papers | 1 |
Reports - Research | 1 |
Education Level
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
Europe | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Xiaojing Li – Education and Information Technologies, 2024
This comprehensive systematic review synthesizes thirty-four peer-reviewed articles published between 2010 and 2022, utilizing eye-tracking research within interactive language learning environments. Following the PRISMA scheme for article selection, this review illuminates both the affordances and challenges of eye-tracking technology in…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Outcomes of Education
Galip Kartal; Hatice Okyar – Education and Information Technologies, 2025
The present study carried out a bibliometric analysis of L2 eye-tracking research. VOSviewer, CiteSpace, and CitNetExplorer were used for the analysis. The data were 245 articles indexed by Social Sciences Citation Index (SSCI). The study identified the research topics, trends, promising research directions, influential authors and documents, and…
Descriptors: Bibliometrics, Eye Movements, Second Language Learning, Language Research
Göncz, Lajos – Diaspora, Indigenous, and Minority Education, 2020
How does multilingualism affect thinking and behavior? Recent findings demonstrate that multilingualism influences executive functioning, as well as personality traits and dimensions. Concordant outcomes show that multilingual individuals are more likely to be successful at inhibiting certain types of conduct (e.g., impulsivity) than monolinguals.…
Descriptors: Multilingualism, Language Maintenance, Personality Traits, Executive Function

Robinson, Peter – Language Learning, 1995
Reviews research on the nature of attention and memory and proposes a model of the relationship between them during second-language acquisition complementary to Schmidt's noticing hypothesis and oppositional to Krashen's dual-system hypothesis. The article maintains that differential performance on implicit and explicit learning and memory…
Descriptors: Associative Learning, Attention Control, Cognitive Processes, College Students