Eye Tracking in L2 Listening Assessment: A Systematic Review of Tasks, Cognitive Processes, and Cognitive Validity Evidence

Abstract

Eye tracking (ET) has become an increasingly important methodological tool for investigating
how learners process listening tasks in second language (L2) assessment contexts. Despite a growing body
of empirical work, research in this area remains fragmented, limiting evaluation of the cognitive validity of
L2 listening assessments and principled test design. Accordingly, the current systematic review seeks to
combine eye tracking research to outline task characteristics, identify the investigated cognitive processes,
and evaluate the relationships between eye movements and cognitive validity claims. Guided by Weir’s
socio-cognitive framework, this study systematically reviews 22 empirical studies employing eye tracking
in L2 listening assessment. The review shows that most studies used academically oriented listening tasks
drawn from high-stakes standardized tests (e.g., IELTS, TOEIC, Aptis, TOEFL), predominantly employing
multiple-choice formats in laboratory-based, computer-delivered contexts. Eye-tracking metrics such as
fixation counts, dwell time, proportions of looking time, and scanpaths were used to operationalize
cognitive processes including visual attention allocation, bottom-up decoding, lexical access, inferencing,
and visual–auditory integration. The synthesis suggests that eye tracking provides response-process
evidence supporting cognitive validity by verifying construct-relevant processing, identifying construct-
irrelevant variance, and revealing test method effects not visible in test scores. This review provides a
clear overview of the field’s current state, such as research focus and the use of eye movements as
indicators in supporting cognitive validity in L2 listening assessment.