Enhancing Learners' Reading Comprehension With Preferred Background Music: An Eye‐Tracking, EEG, and Heart Rate Study

ABSTRACT It is often observed that many learners prefer reading texts with background music (BGM), which may enhance engagement and mood in reading. However, the impact of BGM on reading comprehension performance or process remains heterogeneous. This study examined how learners' self‐provided preferred BGM affected reading comprehension accuracy and cognitive processes as measured by self‐reports and multimodal psychophysiological signals (e.g., eye movements, EEG signals, heart rates) during reading, while also considering the role of personal traits and music characteristics. Data were collected from a within‐subject experiment with 52 nonnative English speakers, who read half of the English text passages with their self‐provided BGM and the other half in silence. The results indicated that overall BGM did not significantly affect reading task performance, self‐reports, or multimodal psychophysiological responses. Hierarchical linear modeling revealed that learners' personal traits (e.g., working memory capacity, multitasking ability, language proficiency, BGM listening habits, prior knowledge) moderated the effects of BGM on their cognitive processes during reading as indicated by the psychophysiological responses. Stepwise linear regression showed that the presence of lyrics predicted decreased reading comprehension accuracy and disrupted word‐level lexical processing, while a fast tempo was related to more efficient text processing. These findings offer empirical evidence on how BGM influences learners' reading task performance and cognitive processes and provide practical guidance for stakeholders (e.g., learners, instructors, learning environment designers) on the personalized and appropriate use of BGM for enhancing reading comprehension.