在這個資訊爆炸的時代，我們常常需要使用世界上大多數人的第二語言──英語，於線上閱讀第一手的資料。然而，對於英語不專精的第二語言閱讀者讓他們很難有效率地了解英語網頁中的內容，在閱讀長篇的文章的問題尤為嚴重。在這個研究中，為了要增加第二語言閱讀者對於線上英語文章的理解程度和易讀性，我們提出了一個新的閱讀介面來幫助他們。這個介面利用視線追蹤技術提供的眼動資訊來適當地呈現機器翻譯，並使用背景顏色來做語句對應。我們進行了一個18 個參與者的實驗來研究不同機器翻譯的呈現方式以及語句對應的有無對第二語言閱讀者的影響。我們從實驗結果中發現，主動式翻譯 (active translation) 除了可以在不使第二語言閱讀者眼花的條件下幫助他們理解英語文章，也可以降低他們閱讀時的工作量。此外，使用背景顏色來實現的語句對應不只幫助配對句子和其對應的翻譯內容，它也緩和了跳行閱讀和閱讀恢復 (reading resumption) 的問題。在這篇論文的最後，我們也根據我們的研究結果，討論並提出了一些對於未來的第二語言閱讀協助系統設計的想法。

In the era of information explosion, we often need to read first-hand information online in English, which is the second-language of most of the people in the world. However, the unproficiency toward the second language makes it difficult for second-language readers to efficiently understand the contents on the English webpages, especially the long articles. In this work, for the purpose of enhancing second-language readers’ comprehension level and readability toward the online English articles, we propose a novel reading interface to support second-language readers with proper display of machine translation (MT) using eye tracking, accompanied with sentence-level mapping using background colors. We conducted an experiment with 18 participants to investigate how different methods of displaying of the MT results combined with or without sentence-level mapping affect the second-language readers. We found from our experimental results that active translation could help second-language readers comprehend the English article without dazzling them. In addition, sentence-level mapping using background colors not only benefits the mapping between original sentences and their corresponding ones, but also alleviates the problems of line skipping and reading resumption. At the end of the thesis, we discuss and bring up some design implications for future second-language reading supporting systems based on the results of our study.

ABSTRACT II
摘要 III
LIST OF FIGURES VI
LIST OF TABLES VII
CHAPTER 1. INTRODUCTION 1
CHAPTER 2. BACKGROUND 3
1.1 NON-NATIVE READING SUPPORT 3
1.2 EYE TRACKING 4
1.2.1 Gaze and Reading 4
1.2.2 Attention Switching on Online Reading and Learning 5
1.2.3 Gaze Control 5
1.3 MACHINE TRANSLATION (MT) 6
CHAPTER 3. PRELIMINARY STUDY: INFLUENCE OF DIFFERENT FORMS OF FIRST-LANGUAGE SUPPORT 7
3.1 PARTICIPANTS 7
3.2 MATERIALS 7
3.2.1 Tasks 7
3.2.2 Survey 11
3.2.3 Interview 11
3.3 PROCEDURE 11
3.4 MEASURES 12
3.4.1 Comprehension 12
3.4.1.1 Self-Reported Comprehension Level 12
3.4.1.2 Correctness of The Answer of Comprehension Test 12
3.4.2 Perceived Helpfulness 12
3.4.3 Preference 13
3.5 RESULT 13
3.5.1 Comprehension 13
3.5.1.1 Self-Reported Comprehension Level 13
3.5.1.2 Correctness Rate 14
3.5.2 Perceived Helpfulness 15
3.5.3 Preference 16
3.6 DISCUSSION 17
3.7 IMPLICATION 18
CHAPTER 4. EXPERIMENTAL DESIGN 19
4.1 PARTICIPANTS 19
4.2 MATERIALS 20
4.2.1 Tasks 20
4.2.2 Survey 24
4.3 SOFTWARE AND EQUIPMENT 24
4.4 PROCEDURE 25
CHAPTER 5. MEASURES 26
5.1 READING SPEED 26
5.2 COMPREHENSION LEVEL 26
5.2.1 Self-reported Comprehension Level 26
5.2.2 Correctness Rate 26
5.2.3 Correctness Rate per Unit Time 27
5.3 PRESENTATION READABILITY 27
5.4 WORKLOAD 27
CHAPTER 6. RESULTS 28
6.1 READING SPEED 28
6.2 COMPREHENSION LEVEL 29
6.2.1 Self-reported Comprehension Level 29
6.2.2 Correctness Rate 30
6.2.3 Correctness Rate per Unit Time 32
6.3 PRESENTATION READABILITY 34
6.3.1 Line Skipping 34
6.3.2 Degree of Being Dazzled 35
6.4 WORKLOAD 37
CHAPTER 7. DISCUSSION 39
7.1 THE AIDS OF AUTOMATIC MACHINE TRANSLATION 39
7.2 SENTENCE-LEVEL SEPARATION AND MAPPING USING COLORS 41
7.2.1 Separation 41
7.2.2 Mapping 42
7.3 INFORMATION OVERLOAD 43
CHAPTER 8. DESIGN IMPLICATIONS 44
8.1 USING MULTIPLE INPUT SOURCES 44
8.2 AUGMENTING THE USAGE OF HIGHLIGHTING, MAPPING AND SEPARATION BY COLORS 45
CHAPTER 9. LIMITATION AND FUTURE WORK 46
CHAPTER 10. CONCLUSION 47
REFERENCES 48

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