The role of working memory in young second language learners’ written performances

Michel, Marije; Kormos, Judit; Brunfaut, Tineke; Ratajczak, Michael

doi:10.1016/j.jslw.2019.03.002

Cited by 52 publications

(47 citation statements)

References 33 publications

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“…The former can temporarily process and store information when people are engaged in complex cognitive activities. Studies have also shown that the individual's cognitive level is highly correlated with working memory [1], which is also closely related to the abilities of writing, reading and reasoning [2]- [4]. The latter is the direction and concentration of a certain object when people are engaged in mental activities or consciousness.…”

Section: Introductionmentioning

confidence: 99%

Measuring the Impacts of Virtual Reality Games on Cognitive Ability Using EEG Signals and Game Performance Data

Wan

Wang

et al. 2021

IEEE Access

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Gamification has been widely used in training and enhancing cognitive ability, such as working memory and attention. For example, 3D games can enhance participants' working memory, thereby improving their learning efficiency, and the powerful immersion of VR games can improve the attention of patients with ADHD. However, previous works have not elaborated to what extent the two different game modes can affect cognitive ability respectively, nor have they determined which game mode has a greater effect on the cognitive level. Exploring the impact of different game modes on cognitive ability can help better apply gamification to the training and improvement of cognitive ability, and quantifying cognitive ability through human physiological signals such as brain electrical activity level (EEG) can help evaluate the changes of cognitive ability in different game modes more accurately. Therefore, different from previous studies, we used EEG signals and game performance data (such as game scores and time to complete the game) to calculate participants' cognitive level quantitatively, and did comparative experiments to study cognitive abilities in different game modes and the temporal characteristics of cognitive ability changes. We also explored whether gender would affect cognitive ability. Our research has the following findings. First, compared with the 3D mode, participants get better game scores and higher EEG scores in the VR mode, the time to complete the game task is shorter, and the time to reach the best state of working memory is shorter. Second, participants' gender has no significant effect on working memory, but there is a significant difference in attention in the VR game mode, it takes less time for males to reach the peak of attention than for females. Our conclusion indicates that VR games have greater potential in the field of training and enhancing cognitive ability than 3D games.

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Section: Introductionmentioning

confidence: 99%

Measuring the Impacts of Virtual Reality Games on Cognitive Ability Using EEG Signals and Game Performance Data

Wan

Wang

et al. 2021

IEEE Access

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“…It shows that a significant increase in the value of post-test students after learning literature by applying the model ATID does. The following table clearly shows the difference between the pre-test to post-test values obtained in a quasi-experimental class of the capability of writing an Indonesian literacy [12].…”

Section: Resultsmentioning

confidence: 95%

“…Based on these results it can be recommended that with the application of this ATID very impressed with the students' learning model with a model to write short stories with the ATID model [12]. For teachers should be able to pay attention to aspects of the utilization of the model both in terms of ease of understanding of learning, in terms of function chart and coloring creativity and depiction of the emblem in sociogram, in terms of usability order of ideas in concept, in terms of the psychology of learning [24], as well as in terms of the sustainability of the use of models ATID.…”

Section: Recommendationmentioning

confidence: 98%

Adapting to Individual Differences (ATID) For Inductive Thinking and Learning Purpose

Rohayati¹,

Darmawan²

2020

Adv. sci. technol. eng. syst. j.

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The research in general aims to develop students' writing skills by applying a model with reader response strategy and visual symbols to promote students' morals. Specifically, this inquiry is expected to describe the acceptability, comparison, impact, strength, and shortcomings, and the model Adapting To Individual Differences (ATID) of Indonesian literature learning to promote writing skills. This research used a quantitative approach to a quasi-experiment design. Nevertheless, a qualitative approach was also used to analyze students' writing. It was concluded that (1) the model of Adapting to Individual Differences (ATID) in Indonesian literature learning was able to promote students' writing skills, (2) the model of Adapting to Individual Differences (ATID) possessed the strength comparatively in quasi-experiment class. (3) the shortcomings of the model where it spent much time as students responded both nonverbally and verbally and guided questions facilitated students to express their responses. (4) the model of Adapting to Individual Differences (ATID) indicated the significant difference to the increasing of students' write skills in the quasi-experiment class And (5) the model of Adapting to Individual Differences (ATID) showed good qualification where the aspect of cognitive, affective, and psychomotor was developed.

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“…This focus complements our earlier work where we looked into WM effects on L2 writing in young learners (Michel et al, 2019). Therefore, as part of a larger funded project on individual differences in young learner language assessment, we designed a study in which young EFL learners from two different levels of schooling completed a reading comprehension test, which contained four different tasks, and a WM test battery.…”

Section: This Study's Aimmentioning

confidence: 98%

Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

et al. 2021

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Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

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The role of working memory in young second language learners’ written performances

Cited by 52 publications

References 33 publications

Measuring the Impacts of Virtual Reality Games on Cognitive Ability Using EEG Signals and Game Performance Data

Measuring the Impacts of Virtual Reality Games on Cognitive Ability Using EEG Signals and Game Performance Data

Adapting to Individual Differences (ATID) For Inductive Thinking and Learning Purpose

Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

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