It has been four decades since eye-tracking was first used in interpreting studies, and recent years has witnessed a growing interest in the application of this method, which holds great potential for offering a look into the “black box” of interpreting processing. However, little attention has been paid to comprehensively illustrating what has been done, what can be done, and what needs to be done with this method in this discipline. With this in view, this paper sets out to understand contributions of previous studies—key themes discussed, eye-tracking measures used, their limitations and implications, and future directions. To this end, we conduct a review of a total of 26 empirical papers from peer-reviewed journals within a time span of 4 decades ranging from 1981 to 2021. This study, as the first attempt of its kind at a comprehensive review on using eye-tracking in interpreting studies, should have implications for researchers, educators, and practitioners.

No abstract

This book review evaluates Aline Godfroid’s Eye Tracking in Second Language Acquisition and Bilingualism: A Research Synthesis and Methodological Guide. As one of the first on SLA eye tracking research, this book is a valuable resource for both L2 researchers and practitioners, by providing practical guidelines and a comprehensive synthesis of research in this field. This review first offers an introduction of the author’s background, the motivation, scope and goal of this book, its target readers, and a comparison of it with another book on the same subject. Then it summarizes the main points of each chapter. This is followed by analysis on its contribution to L2 research and practice. In particular, it discusses the book’s relevance for L2 researchers and practitioners, in providing inspiration for formulating new research questions and answering old questions with eye tracking, and for L2 pedagogical innovations, assessment, curriculum and materials development with findings gleaned from these studies.