Authors:
Canaj, Kimete kimete.canaj@uni-gjk.org, University “Fehmi Agani” Gjakova
Suka, Cliresa, cliresasuka@gmail.com, Humboldt University - Berlin
Keywords: Eye-tracking, Reading Comprehension, Medical Texts, German as a Foreign Language, German for Medical Professions, specialized language, cognitive processes, Simplification, Reading Skills
Abstract:
This study investigates the role of eye movements in assessing reading performance in German as a Foreign Language (FL) among adult learners. The primary aim is to analyze reading difficulties, comprehension strategies, and cognitive load through eye-movement technology (Toby Devices), offering insights into the reading process and potential interventions for improved learning outcomes. The study employs an experimental design, utilizing an eye-tracking device to measure fixation duration, saccades, and regressions while participants read selected German texts. The sample consists of adult learners with varying proficiency levels, enabling a comparative analysis of reading efficiency and comprehension patterns. Additional data are collected through comprehension tests and self-reports to triangulate eye-tracking findings. The content of the study explores reading fluency, lexical access, syntactic and semantic processing in FL German. Particular attention is given to differences in reading behavior between high- and low-proficiency learners, examining how cognitive effort is distributed during reading. The results indicate that lower-proficiency learners exhibit longer fixation durations and more frequent regressions, suggesting increased cognitive effort and decoding difficulties. Conversely, advanced learners demonstrate more efficient reading patterns, with faster saccades and fewer regressions. The study concludes that eye-tracking technology provides a reliable method for assessing reading difficulties in FL German, revealing key differences in processing strategies. These findings contribute to developing targeted pedagogical approaches to enhance reading proficiency. Future research should explore adaptive learning strategies based on real-time eye-tracking feedback to support individualized language instruction.