The article presents the results of the second part of an eye-tracking study conducted on Polish secondary school students working with a textbook for learning English. 20 dyslexic and 20 non- dyslexic school students worked with two sets of materials that had different graphic layouts but the same content. Their eye movements were recorded. The analysed data show that the arrangement of the material and images on the textbook page influence both the way the students (especially dyslexic ones) work with the book and their results.

A textbook of English is one of the tools used by both teachers and students in the process of teaching/learning the language on the lessons of English at Polish (upper) secondary schools. Owing to the big variety of such textbooks on the market every teacher can choose the one that will comply with different criteria and will meet teacher’s and students’ expectations. It is also a fact that the students are not homogenous – the differences appear not only on personality, social, intellectual levels etc. but also on the level of different specifi c diffi culties in the process of learning, often resulting from the students’ special educational needs. All these diverse students use the same (glotto)didactic materials although their perception abilities may be different. That is the reason for asking about the infl uence of the layout of the textbooks and workbooks of English on the way the students work with that type of (glotto)didactic materials. To fi nd the answer to the above problem the eye-tracking methods were used – a textbook and workbook examples were checked on a group of (upper)secondary school students. In the experiments the students represented two groups of (upper)secondary school students – dyslectic and non-dyslectic ones. The aim of the study was to compare the way the students work with the textbook material, show tendencies in their way of doing it and check if there are any signifi cant differences between dyslectic and non-dyslectic students dealing with the particular English textbook examples.

Eye tracker makes it possible to see where and how the person is looking. During the analysis of previously collected eye-tracking data my attention was drawn to two school students whose English language communicative skills were on different levels and that is why I assumed they should work with the English textbook material in a different way. The aim of the article is to show not noticed at the first sight differences in their way of working with the English textbook material.