ERIC Number: EJ1438199
Record Type: Journal
Publication Date: 2023-Jul
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-2631
EISSN: EISSN-1470-1545
Working Memory, L2 Proficiency, and Task Complexity: Independent and Interactive Effects on L2 Written Performance
Rosa Maria Manchón; Sophie McBride; María Dolores Mellado Martínez; Olena Vasylets
Studies in Second Language Acquisition, v45 n3 p737-764 2023
This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within--between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as between-participants variables. The outcome measure was L2 writing performance as measured by CAF indices. Two groups of undergraduate students from a degree in English studies were invited to complete the simple and complex version of the "Fire-Chief" task. Task complexity was operationalized in terms of reasoning demands, and tasks were counterbalanced to avoid unwanted order effects. Participants also completed the Oxford Placement Test and a working memory test (n-back). Regarding independent effects, results show that WM did not have an effect on L2 writing performance. In contrast, L2 proficiency was the variable most connected to various dimensions of the text produced. As for interactive effects, no significant interaction between WM, proficiency, or task complexity was found. In contrast, L2 proficiency emerged as the sole significant predictor of L2 writing performance at both levels of task complexity.
Descriptors: Short Term Memory, Language Proficiency, Second Language Learning, Task Analysis, Difficulty Level, Writing Achievement, Undergraduate Students, English (Second Language), Predictor Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A