ArticleFrontiers in psychology2026
Effects of Chinese proficiency and illustration types on Chinese reading comprehension among international students: evidence from eye-tracking.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- An eye-tracking study on the effect of teacher image in Chinese teaching short videos.Frontiers in psychology · 2026Article
- Prosodic regularity and reader reception in three-word rhyming couplets: a four-pronged investigation ofFrontiers in psychology · 2026Article
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3 authors.
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Abstract
Purpose: This research investigates how Chinese proficiency and different types of illustrations affect international students reading comprehension of Chines science and Technology text. Eye tracking technology will be used to clarify the cognitive process involved. Methods: We conducted a mixed-factorial eye-tracking experiment with a 2 (Chinese proficiency: high vs. low) × 4 (illustration type: representational, explanatory, organizational, transformational) design. We used a Tobii Pro Glasses 2 eye-tracker to record eye movement data, specifically total text-image fixation time, illustration area fixation duration, and fixation count. To analyze the effect of proficiency, illustration type, and their interaction, we applied a Linear Mixed Model (LMM), treating proficiency and illustration type as fixed factors and individual differences as random effects. Results: The results revealed a significant interaction between Chinese proficiency and illustration type on comprehension scores [ Conclusion: This study confirms a proficiency-illustration matching mechanism in Science and Technology Chinese reading. Key findings indicate that: (1) high-proficiency learners benefit most from explanatory and organizational illustrations, while low-proficiency learners rely on representational illustrations to reduce cognitive load; (2) transformational illustrations pose higher processing demands for low-proficiency learners, reflected in prolonged fixation durations; and (3) eye-movement patterns reveal distinct, proficiency-dependent processing strategies. The results underscore the need for aligning illustration types with learners' Chinese proficiency to optimize comprehension and cognitive efficiency in academic second-language contexts.
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