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Reading with a Purpose: How Eye Movements and Working Memory Inform Comprehension Across L1 and L2 English Readers
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DOI：10.1016/j.system.2026.104085.png)
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Abstract
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This study investigated the influence of reading purpose and working memory capacity (WMC) on eye movement patterns and comprehension outcomes in native (L1) and non-native (L2) English readers. We aimed to determine whether purposeful reading elicits distinct processing strategies across language groups and whether WMC moderates these effects. Seventy-five college students (44 females) completed an eye-tracking experiment while reading two academic texts under one of two conditions: reading for information or reading for study. Comprehension was assessed through multiple-choice questions and a free recall task. WMC was measured using a standardized Reading Span Task. Linear mixed-effects models on skipping probability, fixation durations, regressions, and comprehension scores revealed that reading purpose significantly affected late-stage eye movement measures. Fixation count, regression count, and rereading duration increased in the study condition, indicating more effortful processing. L1 readers skipped more words during study reading, whereas L2 readers skipped less, suggesting more deliberate reading. L2 readers outperformed L1 readers in recall, particularly in the study condition, despite similar fixation durations. WMC did not significantly affect fixation-based measures in either group. However, in the L2 group, WMC influenced recall, with lower WMC readers benefiting more from purposeful reading. Findings highlight the adaptive nature of reading and the role of goal-driven strategies in second language comprehension. Purposeful reading can enhance recall in L2 readers, particularly those with lower WMC, underscoring the need to consider cognitive resources when evaluating reading across languages. Results align with goal-directed models of reading, such as RESOLV and the Construction-Integration Model.
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