When readers’ minds wander: How cognitive and affective variables shape mobile-assisted L2 reading comprehension

Abstract

Mind-wandering, characterized by a shift of attention away from the task at hand, poses a significant challenge to effective reading by inducing shallow processing. Despite its frequent occurrence in learning contexts, its impact on second language (L2) reading comprehension, particularly in mobile-assisted contexts, remains underexplored. This study aims to bridge this gap by investigating how mind-wandering influences mobile-assisted L2 reading comprehension and further exploring the moderating roles of cognitive and affective factors. Specifically, it examines the extent to which working memory capacity and reading emotions (i.e., enjoyment, anxiety, and boredom) shape the relationship between mind-wandering and reading comprehension. A sample of 208 first-year college students learning English as an L2 completed a reading comprehension test, working memory assessments, and questionnaire surveys measuring reading emotions. Linear regression analyses reveal that students who experience more mind-wandering perform worse in mobile-assisted L2 reading. Furthermore, moderation analyses indicate that reading emotions, particularly enjoyment and boredom, significantly moderate the effect of mind-wandering on L2 reading comprehension, whereas working memory capacity does not. These findings suggest that affective factors, especially enjoyment and boredom, may have a more prominent moderating role than working memory capacity in the relationship between mind-wandering and comprehension in mobile-assisted L2 reading environments.