Investigating Effects of Working Memory Training on Foreign Language Development

Abstract

The current 2‐part study investigated the relative contributions of English language training (ELT) and computerized Cogmed working memory training (WMT) to improvements in English‐as‐a‐foreign language (EFL) proficiency and working memory capacity. In Study 1, Japanese undergraduate EFL learners were randomly allocated to 1 of 3 experimental groups (ELT only, WMT only, and both WMT and ELT) and a control group. The dual intervention (WMT + ELT) group, who received 5 weeks of both WMT and ELT, retained the training effects on verbal short‐term memory and working memory at 6 months post‐training. No significant gains were made, however, in a standardized EFL test of vocabulary, grammar, reading, and listening comprehension abilities. Addressing the absence of a measure of more productive skills in Study 1, Study 2 was carried out on a new cohort of Japanese undergraduate EFL learners comprising a WMT group and a control group. No significant far‐transfer effects (on the language‐based measures) were identified. Descriptive and correlational analyses revealed that the higher general oral proficiency scores tended to be associated with larger improvements in a verbal working memory task (involving storage and manipulation of letter sequences) completed during the Cogmed WMT program. These analyses indicate the possibility of more specialized WMT programs translating into more tangible gains in second or foreign language performance. Further insights into the limited far‐transfer effects of WMT could be gleaned by exploring a modular approach to studying working memory.

Perfecting Practice

“…That is, while all three input conditions (aural, rapid written, and "normal" written) permitted participants to acquire some explicit rule knowledge, only those who had the option of more natural-and longer-exposure also acquired implicit knowledge. Hayashi's (2019) research drew on previous studies showing not only that learners' working memory capacity affects their success in learning a new language but also that working memory can be improved through training. In the studies reported in this issue, she carried out experiments in which Japanese university students learning English were engaged in ongoing classroom language learning activities, in a training activity designed to improve working memory, or in both language learning activities and working memory training.…”

“…Hayashi's () research drew on previous studies showing not only that learners’ working memory capacity affects their success in learning a new language but also that working memory can be improved through training. In the studies reported in this issue, she carried out experiments in which Japanese university students learning English were engaged in ongoing classroom language learning activities, in a training activity designed to improve working memory, or in both language learning activities and working memory training.…”

Improving Language Acquisition and Processing With Cognitive Stimulation

“…Put differently, given that learning a second or foreign language could result in far transfer effects in non-linguistic cognitive skills, it could also be expected that specific non-linguistic cognitive training could improve not only the cognitive skills that underlie language control [see Liu et al (2016Liu et al ( , 2019], but also boost language learning and linguistic skills. While this is a very incipient line of research that is still in its infancy, a handful of studies already bring hope to this approach (e.g., Hayashi, 2019;Karousou and Nerantzaki, 2020).…”

How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training

“…• Given evidence that focused training can help improve auditory processing ability (Hayes, Warrier, Nicol, Zecker, & Kraus, 2003 for 35-40 hours of commercial auditory processing training programs), it would be intriguing to examine whether the effectiveness of instructed L2 speech learning can be boosted if pronunciation and auditory skills are improved simultaneously. It can be hypothesized that such a combined approach may help optimize the process of L2 speech learning and can lead to the acquisition of advanced-level L2 speech proficiency (cf., see Hayashi, 2019 for the role of working memory training in L2 grammar learning).…”