In the field of SLA, it is generally assumed that, to optimise development, attention needs to be drawn to linguistic features (Schmidt, 2001). Some researchers have also argued that a focus on language or form is best achieved when linguistic information is supplied to learners in meaningful contexts through reactive pedagogic techniques (Long, 1996). To study the effects of focus-on-form interventions on attentional allocation, eye- tracking methodology is increasingly used by researchers (Conklin et al., 2018; Godfroid, 2020). So far, however, little research has considered the capability of eye-tracking as a pedagogical tool to initiate focus on form. I will start this talk with a brief review of the theoretical rationale for focus on form. Then, I will discuss and demonstrate how the effectiveness of reactive focus-on form techniques may be explored by the means of eye- tracking methodology in the context of multi-media learning. Next, I will consider the pedagogical potential of eye-tracking. Specifically, I will explore the extent to which the gaze-contingency affordance of eye-tracking (i.e., the possibility of designing pedagogical interventions that can react to and interact with eye-movements) may facilitate attention to and learning of L2 constructions. In doing so, I will draw on my own and colleagues’ work (Lee & Révész, 2020; Révész et al., in press). The talk will conclude with a discussion of future research directions with a view to informing L2 instruction.