This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.