Combining eye-tracking and verbal reports in vocabulary research: Benefits and challenges

Abstract

Eye-tracking has been increasingly used as a reliable measure of second language learners’ attention in vocabulary learning studies. While providing a rich measure of online processing behaviour and attention to lexical items, the examination of eye movements is not enough to explore all underlying cognitive subprocesses. Researchers have recently suggested combining eye-tracking with verbal reports to obtain a fuller picture of learners’ cognitive processes. The current commentary discusses how the combination of eye-tracking and stimulated recalls can shed light into the cognitive processes underlying vocabulary learning. Using data from a mixed methods study on incidental vocabulary learning from viewing, we present detailed examples of how eye-tracking and stimulated recalls can be combined in vocabulary learning research. A discussion of the methodological benefits and challenges of combing these two research methods is also provided.