Abstract
This study investigated how English as Foreign Language (EFL) test-takers were engaged with source materials while completing a reading-to-write task. 16 participants were eye-tracked throughout task completion. Two eye-tracking metrics were examined: total visit duration, which reports how long the participants looked at each part of the task; and individual visit duration, which calculates statistics such as the mean visit duration and max visit duration of the participants’ overall individual visits. Results showed that the participants spent over a quarter of their time in reading whilst reading-to-write. During task completion, they constantly switched their attention between reading source materials and writing, and they tended to adopt a more expeditious reading approach when engaging with the source text.
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