Eye-Tracking Analysis of Advanced Korean Language Learners’ Reading of Multi-modal Texts

This study explores the cognitive mechanisms of second-language learners of Korean while navigating through multi-modal texts. Employing eye-tracking methodologies, we thoroughly examined the simultaneous processing of linguistic and visual elements by both native Korean speakers and advanced learners. The study cohort comprised 34 participants, comprising 18 native speakers and 16 advanced learners, all holding TOPIK Level 6 proficiency credentials from esteemed metropolitan universities. The findings revealed distinct reading behaviors in multi-modal texts among these cohorts. Notably, both groups allocated less time to multi-modal texts compared to their unimodal counterparts, aligning with the principles of dual-coding theory. Moreover, we discovered that factors such as phonological working memory, as proven by previous research, and spatial working memory also influence the reading process. However, in the case of advanced learners in multi-modal reading, the significant impact of working memory on the reading process was not observed. This implies that advanced Korean learners manifest distinct textual engagement patterns from their native counterparts. Recognizing these intricacies provides valuable insights for refining reading pedagogies and curriculum designs, potentially enhancing Korean learners