1. Introduction

The chapter introduces the complexities of reading, the concept of mind wandering (MW), and the importance of working memory capacity (WMC) in cognitive abilities. It discusses the lack of consensus on the effects of text difficulty and WMC on MW, and the need to distinguish between voluntary and involuntary MW. The study aims to investigate the rates of different types of mind wandering in L2 learners with different WMCs while reading texts with varying difficulty levels.

2. Literature Review

difficult to come to a consensus on the exact relationship between WMC and MW, it is generally agreed that WMC does have some impact on MW, and which type of MW individuals experience may depend on their WMC. Individuals with higher WMC may have more resources for MW, but they may also have better executive control that prevents MW from occurring. Additionally, task demands may also play a role in the relationship between WMC and MW. Therefore, further investigation is required to fully understand the complex relationship between WMC and MW during reading.

3. Methodology

This chapter describes a two-factor mixed experimental design and participant details. It also explains how the readability of the texts was calculated and divided into two levels. The procedures for the working memory capacity test and reading comprehension test are outlined, along with the methods for measuring mind wandering during the reading task. Finally, it explains the data treatment process.

4. Analyses and Results

This chapter discusses the results of the analyses conducted in the study. The results of the Working Memory Capacity (WMC) test showed that there was a significant difference in WMC between the large WMC group and the small WMC group. The rate of voluntary mind wandering (MW) in the context of reading difficult passages was significantly higher than that of reading simple passages. The two-way ANOVA revealed significant differences in voluntary and involuntary MW between difficult and simple texts in the context of low WMC, but non-significant differences in the context of high WMC. The interaction between text difficulty and WMC was non-significant for both voluntary and involuntary MW. The overall rates of reading MW were significantly affected by WMC and text difficulty, with the rates of reading MW from the high WMC group being higher in the context of simple texts and lower in the context of difficult ones. Additionally, the two-way ANOVA of reading comprehension performance showed that the main effect of WMC was non-significant, while the main effect of text difficulty was significant, with reading performance scores of simple texts being significantly higher than those of difficult ones.

5. Discussion

This chapter discussed the effects of working memory capacity (WMC) and text difficulty on mind wandering (MW) during Chinese EFL learners' reading. It was found that high-WMC individuals had significantly lower rates of overall MW and voluntary MW, and that MW was more frequent during reading of difficult texts. The interaction of WMC and text difficulty on MW was examined, with high-WMC participants reporting fewer MW episodes compared with low-WMC ones. Additionally, it was shown that MW negatively influenced reading comprehension performance. These results suggest that WMC, text difficulty and MW all play a role in the reading process and can impact reading comprehension.

6. Conclusion

The chapter discusses how text difficulty and working memory capacity (WMC) affect Chinese EFL learners’ reading comprehension and their tendency to engage in mind wandering (MW) during reading. The results show that WMC and text difficulty have significant effects on voluntary MW, with high-WMC individuals having lower rates of overall MW and voluntary MW, and higher reading performance. However, there are still deficiencies in the study, such as the limited number of texts and participants, as well as the short reading test time. The study suggests that appropriate reading materials should be selected according to learners’ individual differences, and future research should focus on using richer reading materials, increasing the number of participants, and employing a more reasonable measurement method. Additionally, future research should also explore the positive impact of MW during reading.