OBJECTIVE We investigate whether thinking aloud influences perceived time. BACKGROUND Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which a person is already attending, there is evidence that thinking aloud does not influence thought and beh...

Think-aloud protocols are a dominant method in usability testing. There is, however, only little empirical evidence on the actual validity of the method. This paper describes an experiment that compares concurrent and retrospective think-aloud protocols for a usability test of an online library catalogue. There were three points of comparison: usability problems detected, overall task performan...

One of the most important language skills affecting students' success in academic settings is reading comprehension and the ability to read fluently in a second language. Japanese EFL learners' less than satisfactory performance in standard English tests led Shinozuka, Mizusawa, and Shibata (2014) to design the read-aloud method. This study investigated the effectiveness of this newly designed ...

The production effect is the substantial benefit to memory of having studied information aloud as opposed to silently. MacLeod, Gopie, Hourihan, Neary, and Ozubko (2010) have explained this enhancement by suggesting that a word studied aloud acquires a distinctive encoding record and that recollecting this record supports identifying a word studied aloud as "old." This account was tested using ...

Thinking aloud is widely used for usability evaluation and its reactivity is therefore important to the quality of evaluation results. This study investigates whether thinking aloud (i.e., verbalization at levels 1 and 2) affects the behaviour of users who perform tasks that involve interruptions and time constraints, two frequent elements of real-world activities. We find that the presence of ...

This pilot study investigated whether there is a correlation between English reading proficiency of Japanese EFL learners and their ability to read aloud properly. The former was measured through a reading comprehension test under the format of the Test of English as a Foreign Language (TOEFL), whereas the latter was evaluated in terms of (1) the use of correct breath/sense groups, (2) rate of ...

The study investigated English as a foreign language learners’ metacognitive awareness of reading strategy use. The participants were 12 Taiwanese college students who were required to read aloud and think aloud the eight designated texts. The collected data came from the pre-and postquestionnaires and an interview on metacognition in EFL reading as well as participants’ thinkaloud protocols. T...

Thinking aloud is widely used for usability evaluation but generally in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalizations of thought processes. We investigate whether participants that think aloud in the classic or relaxed way behave differently compared to performing in silence. Results indicate that whereas classic thinking aloud has l...