How Pre-Reading Tasks Shape L2 Reading Strategies in Digital Environments: Evidence From Eye-Tracking, EEG, and GSR With Advanced L2 Learners

Аннотация

As digital text becomes the dominant medium for education, understanding the neurophysiological mechanisms underlying second language (L2) reading is crucial for minimizing cognitive overload. This research comprises three exploratory studies employing complementary methodology to investigate the complex nature of reading strategies in the digital sphere of education. The paper aims to reveal how instructional design (specifically platform usability, task typology, and metacognitive scaffolding) influences cognitive load, emotional engagement, and strategy selection. The studies used a multimodal approach combining electroencephalography (EEG), galvanic skin response (GSR), eye-tracking, and self-report measures. Study 1 assessed platform usability. Although EEG spectral analysis indicated optimal baseline cognitive load (p > 0.05), eye-tracking and GSR revealed that navigational and visual design flaws were significant sources of extraneous load and user frustration. Study 2 investigated the impact of pre-reading tasks (structural vs. communicative) on Chinese learners of Russian. Eye-tracking metrics showed that communicative tasks promoted active, monitoring-heavy strategies effective for selective processors, whereas structural tasks facilitated thorough, detail-oriented processing that maximized accuracy for non-selective readers. Study 3 compared metacognitive scaffolding against traditional instructions. Results demonstrated that even though scaffolding successfully altered the learning process by inducing a more strategic, planned approach (verified by oculomotor behavior), it came at the cost of significantly increased cognitive load and reduced emotional engagement. These findings provide compelling evidence for a transactional model of digital language learning relevant to professional communication pedagogy. The research concludes that effective outcomes emerge from a dynamic, three-way interaction between the learner’s cognitive profile, pedagogical task design, and the usability of the digital environment. Digital L2 instruction must be cognitively informed, balancing strategic benefits against the mental effort required to deploy them.