In recent years, a number of language learning studies have been conducted using eye-tracking technology. The use of eye tracking devices has made it possible to collect quantitative data on reading patterns and processes, facilitating objective analysis. The purpose of this study is to examine the differences in eye movements depending on English proficiency among Japanese university students who are learning English as a second language. By analyzing eye movements during English reading, we will investigate how eye movements differ between proficient and average English readers. By doing so, we aim to identify valid trends that can be useful for learning English. However, careful consideration should be given to assessing learners’ English proficiency solely on the basis of eye-tracking data. Although gaze patterns allow for the quantification and evaluation of English reading ability, it may not be appropriate to use them alone as a complete measure of evaluation. Directly reflecting such data in the evaluation of English language proficiency is ethically controversial and should be carefully considered. This study also focuses on the process of developing an eye-tracking device considering these ethical considerations. Recognizing these limitations, identifying the effective reading strategies and gaze patterns of proficient readers may provide practical guidelines for beginning and intermediate English language learners to improve their English language skills. Through this study, we aim to provide new insights into the relationship between eye movement and second language learning, and to contribute to the improvement of English language teaching.