This study explored the effects of repeating a video-lecture-based task on second language (L2) learners’ input processing and the relationship between online processing patterns and lecture comprehension. Participants were randomly assigned to one of three groups. The comparison group (n = 30) performed the task once, whereas the repetition group (n = 30) repeated the same task three times, with each group completing a free-recall test after their last performance. The stimulated-recall participants (n = 15) completed the task once, twice, or three times and described their thought processes during their last task performance. The lecture featured an instructor introducing fundamental concepts of neurobiology with labeled diagrams. Participants’ visual attention to the instructor and diagrams was captured using an eye-tracker. Results revealed an increase in learners’ visual attention to the instructor and a decline in their visual attention to the diagrams across repetitions. Additionally, more visual attention to the instructor was related to lower comprehension.
