scholarly journals Working Memory, Processing Speed, and Executive Memory Contributions to Computer-Assisted Second Language Learning

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Keith E. Nelson ◽  
Aran Barlieb ◽  
Kiren Khan ◽  
Elisabeth M. Vance Trup ◽  
Mikael Heimann ◽  
...  
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Processing Speed ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Memory Processing

scholarly journals The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

2019 ◽  
pp. 136216881987285
Author(s):  
Simón Ruiz ◽  
Patrick Rebuschat ◽  
Detmar Meurers
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vocabulary Acquisition ◽  
Declarative Memory ◽  
Memory Task ◽  
Computer Assisted ◽  
Instructional Condition ◽  
The Relationship

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

CALL research archive: How can an online knowledge base further communication among second language professionals

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Keyword Search ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Journal Articles ◽  
Research Findings ◽  
Search Index

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.

Working memory capacity and strategy use in second language learning

2018 ◽  
Vol 169 (2) ◽  
pp. 262-292
Author(s):  
Rahim Najjari ◽  
Mohammad Mohammadi
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Working Memory Capacity ◽  
Cognitive Strategies ◽  
Memory Capacity ◽  
Strategy Use ◽  
Language Learning Strategies

Abstract This study investigated the relationship between working memory capacity (WMC) and second language learning strategies. To this end, 151 participants took three working memory tasks: one simple span task and two complex span tasks. They then completed the Strategy Inventory for Language Learning (SILL). Finally, they were put into three groups of individuals with high, mid, and low WMC. The results of descriptive and inferential statistics (one-way ANOVA tests) revealed that individuals with high WMC reportedly used compensatory and cognitive strategies more than the other two groups. Then, two-way factorial designs of WMC with the variables of age, sex, and language proficiency were conducted on reported frequency of compensatory and cognitive strategy use. The findings demonstrated that the main and interaction effects of the variables were not statistically significant except for WMC. This study has implications for language learning strategies and working memory studies in second language learning settings.

Sign in / Sign up

Export Citation Format

Share Document