How Does Reading Medium Influence Mind‐Wandering During Second Language Reading? The Mediating Effect of Metacognitive Self‐Regulation
Bibliographic Data
| ID | 21358113 |
|---|---|
| Authors | Xiaoming Yang (0000-0002-2598-4355, Nanjing University), Tengfei Wang (0000-0002-1585-4143, Zhejiang University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-04-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.70033 |
| OpenAlex | W7156961717 |
| Language | EN |
| References cited | 62 |
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
Comprehension · Mediation · Metacognition · Reading (process) · Reading comprehension · Second language · Flow Experience in Various Fields · Mind wandering and attention · Visual and Cognitive Learning Processes
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| Highly cited | No |
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