Compensatory effects of individual differences, language proficiency, and reading behavior: an eye-tracking study of second language reading assessment

Reading in a second language (L2) is complex process that incorporates linguistic knowledge and literacy abilities, as well strategic competence to approach different types of reading tasks depending on goals. However, much the previous research was limited correlational studies focused relative contribution broad categories L2 proficiency first-language (L1) comprehension. investigations into performance can benefit from advances real-time, concurrent data collection methodologies such eye-tracking. This study utilized eye-tracking methods examined comprehension 102 readers across three [Cloze reading, Multiple-choice (MC) quiz, reading-to-summarize], comparing scores proficiency, individual differences (reasoning, working memory, motivation) behavior (eye-tracking metrics related attention texts tasks, length fixations). Results indicate score each task could be modeled using mix predictors, with cloze being most strongly predicted MC least predicted. The Summary in-between, but highly interpretable model. Interactions between fixation duration cognitive abilities were found, showing how efficient generally important for comprehension, impact compensated motivation reasoning ability.