Abstract
THE USE OF EYE TRACKING AND VERBAL REPORTS IN READING STUDIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE
The main aim of the study is to present a perspective on how verbal reports, used as introspective tools in different disciplines such as cognitive psychology, education, etc., can be used in reading studies with eye-tracking in Turkish as a foreign language (TFL). In this qualitative research, some studies on eye tracking and verbal reports were scanned with the literature review and document analysis. The obtained data were subjected to descriptive analysis, thus, the opportunities and limitations of eye tracking, and types of verbal reports, their application in reading and other fields, use with eye tracking, their advantages and disadvantages were revealed. As a result of the research, it has been seen that using these two techniques together, which is seen as a way to obtain information about cognitive processes, contributes to diversifying research topics and obtaining more detailed data about research problems. In addition, it has been observed that researchers prefer and recommend using these techniques together, as they provide a richer insight into the cognitive processes of learners in second language/foreign language reading studies. In this regard, the possible contributions of using both techniques together in future studies on reading skills in teaching Turkish as a foreign language were evaluated.
Keywords
Teaching Turkish as a foreign language, reading in a foreign language, eye tracking, verbal reports,
