Working Memory Capacity, Vocabulary Knowledge, and Reading Comprehension of EFL Learners

AbstractListening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to fill the gap in our knowledge about the specific contribution of aural vocabulary knowledge, written vocabulary knowledge and working memory capacity to explaining listening comprehension. Among 130 non-native speakers of English, the present study examines what proportion of the variance in listening comprehension is explained by aural vocabulary knowledge, written vocabulary knowledge, and working memory capacity. The results show that aural vocabulary knowledge is the strongest predictor of listening comprehension, followed by working memory capacity, while written vocabulary knowledge contributes only marginally. The study discusses implications for the explanatory power of aural vocabulary knowledge and working memory to listening comprehension and pedagogical practice in second language classrooms.

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"Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention": Correction to McVay and Kane (2012).

Journal of Experimental Psychology General ◽

10.1037/a0039137 ◽

2015 ◽

Vol 144 (3) ◽

pp. 550-550

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Working Memory Capacity ◽

Memory Capacity ◽

Mind Wandering ◽

Executive Attention

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Low working memory capacity is only spuriously related to poor reading comprehension

Cognition ◽

10.1016/j.cognition.2014.01.007 ◽

2014 ◽

Vol 131 (3) ◽

pp. 373-403 ◽

Cited By ~ 71

Author(s):

Julie A. Van Dyke ◽

Clinton L. Johns ◽

Anuenue Kukona

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Working Memory Capacity ◽

Memory Capacity ◽

Poor Reading

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A Study on the Correlation among FD-FI Cognitive Style, Working Memory Capacity and English Reading Performance among College EFL Learners

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i5.2138 ◽

2021 ◽

Vol 5 (5) ◽

pp. 1-13

Author(s):

Yuhan Ge

Keyword(s):

Working Memory ◽

Cognitive Style ◽

English Language ◽

Working Memory Capacity ◽

Cognitive Styles ◽

Memory Capacity ◽

Reading Performance ◽

Test System ◽

Efl Learners ◽

English Reading

In the past few decades, there have been eminent interests in reading performance as essential means for language input. In view of that, extensive studies have been conducted to explore the factors that affect reading performance from various aspects. In the cognitive psychology field, some studies have examined the relationship between field dependent-field independent (FD-FI) cognitive styles and working memory capacity (WMC) on English reading, respectively. However, only limited studies focused on the correlation among FD-FI cognitive styles, WMC and English reading performance. Therefore, this study was conducted to explain these correlations. A total of 42 intermediate “English as Foreign Language” (EFL) learners participated in this study. In order to measure the learners’ FD-FI cognitive style, WMC and English reading performance, the Cognitive Style Figures Test, reading span task and the International English Language Test System (IELTS) reading test were adopted, respectively. Data analyses such as Pearson’s correlation, independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science (SPSS) version 25. The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance, respectively. The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.

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