How Does Reading Medium Influence Mind‐Wandering During Second Language Reading? The Mediating Effect of Metacognitive Self‐Regulation

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2026-04-28 DOI:10.1111/lang.70033

Xiaoming Yang, Tengfei Wang

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Abstract

This study investigated whether mind wandering's frequency differs between paper‐based and mobile‐assisted L2 reading, a current gap in language‐learning literature. It further explored how reading medium influences mind wandering's occurrence by examining the mediating role of metacognitive self‐regulation and the moderating role of L2 proficiency. 225 first‐year college students learning English as a L2 participated. The study used reading comprehension tests, thought probes, and questionnaire surveys. Participants also self‐reported episodes of mind wandering whenever they noticed them during L2 reading. Mixed‐design ANOVAs suggested mobile‐assisted reading elicited more mind wandering than paper‐based reading, but this effect was only observed in the probe‐caught condition and when following paper‐based reading. A two‐condition, within‐participant mediation analysis suggested students’ metacognitive self‐regulation mediated reading media's effect on mind wandering. A moderated mediation analysis revealed students’ L2 proficiency moderated this mediation. These findings indicate reading medium and individual differences’ interaction shape learners’ attentional state during L2 reading.

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阅读媒介如何影响第二语言阅读中的走神？元认知自我调节的中介作用

本研究调查了基于纸张和移动辅助的二语阅读中走神的频率是否不同，这是目前语言学习文献中的一个空白。通过考察元认知自我调节的中介作用和二语熟练程度的调节作用，进一步探讨阅读媒介对走神发生的影响。225名将英语作为第二语言学习的一年级大学生参与了研究。这项研究使用了阅读理解测试、思考探针和问卷调查。参与者还自我报告了他们在阅读第二语言时注意到的走神事件。混合设计方差分析表明，移动辅助阅读比纸质阅读更容易引起走神，但这种影响仅在探针捕获条件下和后续纸质阅读时观察到。一项双条件、参与者内部的中介分析表明，学生的元认知自我调节介导了阅读媒体对走神的影响。一项有调节的中介分析显示，学生的二语熟练程度调节了这种中介作用。研究结果表明，阅读媒介和个体差异的相互作用影响了学习者在二语阅读过程中的注意状态。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.