The present study examines the effect of adjunct questions on the reading comprehension of English-speaking learners of Chinese as a second language (L2). In Experiment 1, fourth-year (advanced) learners (n = 42) read two texts, either with or without adjunct questions, and completed a multiple-choice cloze. In Experiments 2 and 3, second-year (intermediate) learners (n = 40 and 34, respectively) read two texts, either with or without adjunct questions, and completed multiple-choice cloze (Experiment 2) and written recall (Experiment 3). The results showed that the positive effect of adjunct questions only emerged among intermediate learners for written recall. These findings suggested that L2 level and comprehension assessment tasks modulate the effect of adjunct questions. Pedagogical implications and suggestions for future research are provided.