Awareness, short-term memory, and long-term memory are interrelated cognitive abilities that influence orthographic acquisition under Individual Differences. Connectionists ignore the role of biological grammar in language acquisition and consider external inputs or interventions as factors that shape abstract grammar through network mapping…

This article examines the relationship between collective memory and individual second-language (L2) learning motivation as articulated in a qualitative research study with language revitalization practitioners. These practitioners learn and teach their languages and engage in other activities in order to bring Indigenous or ancestral languages…

This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2…

We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt "wh"-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of…

EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and…

This study first validates a survey on self-regulated vocabulary learning strategies. It then examines the effects on the acquisition of new second language (L2) words from a reading text of three word-focused exercise conditions: reading + marginal glosses, reading + gap-fill and reading + sentence writing. It also evaluates the extent to which…

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at…

An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the…

A growing number of studies have focused on uncovering linguistic and cognitive skills predictive of reading comprehension. Vocabulary knowledge (VK) and morphological awareness (MA) are two important linguistic variables for reading comprehension. In contrast, working memory (WM) is an essential cognitive variable for reading comprehension. The…

The present study investigates bilinguals' capacity to rapidly establish memory traces for novel word forms in a second language (L2), as a function of L2 linguistic proficiency. A group of Chinese-English bilinguals with various English proficiency levels were presented with a reading-aloud task, consisting of 16 pseudowords and 16 English words…

We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced…

The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that…

According to cognitive psychologists, consistent practice (i.e., tasks with a high degree of similarity) of a skill leads to the development of automaticity, with the degree of automatization being increased if the practice also involves exact repetition. Practice is skill specific, meaning that practicing one skill does not automatize related…

This study re-examines the role of working memory (WM) in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension…

A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the…