The effects of working memory and L2 proficiency on L2 writing

Vasylets, Olena; Marín, Javier

doi:10.1016/j.jslw.2020.100786

Cited by 23 publications

(38 citation statements)

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“…A similar tendency was also observed for working memory. Thus, one notable finding was that the correlation between working memory and the number of errors was positive and moderate for P&P (r = .26) (for similar findings, see Zabihi, 2018) but negative and moderate for the DG ( r = -.31) (see Vasylets & Marín, 2021). Differences in the nature of the correlations in the two writing environments were also observed between working memory scores and some measures of fluency (words per minute) and lexical complexity (density, diversity); notably, the direction of the correlations differed for all measures of syntactic complexity, except for the measure of general syntactic complexity (mean length of T-unit).…”

Section: Discussionmentioning

confidence: 66%

“…The potential effects of WM can be complexified by the moderating influence of learner internal and external factors. A recent study by Vasylets and Marín (2021), for example, showed that the effects of WM on L2 writing was moderated by the level of L2 proficiency, such that at low levels of proficiency WM had a positive association with writing accuracy, while at high levels of proficiency there was a positive link with lexical sophistication. By the same token, we could suggest that the writing environment could influence the way learners draw on WM resources during L2 writing performance (see also In'nami et al, 2022 for the findings in reading).…”

Section: Working Memory In L2 Writingmentioning

confidence: 99%

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The role of cognitive individual differences in digital versus pen-and-paper writing

2022

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It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.

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Section: Discussionmentioning

confidence: 66%

Section: Working Memory In L2 Writingmentioning

confidence: 99%

The role of cognitive individual differences in digital versus pen-and-paper writing

2022

Self Cite

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“…L2 writers with higher WM capacity might be more effective in these complex linguistic encoding processes as they have larger short-term storage and processing capacity available. Nonetheless, it is important to note that Zalbidea's (2017), Marín's (2021), andManchón et al's (2023, in this issue) studies found no significant link between subordination and noun-phrase complexity and WM abilities. Differences across studies might be due to the different types of WM tests and writing tasks used.…”

Section: Working Memory and The Syntactic Complexity Of L2 Writingmentioning

confidence: 90%

“…Research by Vasylets and Marín (2021) and Zabihi (2018) measured writing fluency with the length of T-units (Wolfe-Quintero et al, 1998), which in other areas of L2 research is generally considered a measure of syntactic complexity (Bulté & Housen, 2012). Using this measure, Zabihi (2018) found a large effect of WM, while Vasylets and Marín (2021) observed no significant effect. In future studies, a more detailed and more strongly conceptually grounded operationalization of writing fluency (e.g., P-bursts as in Kim et al's [2021] study) should be used to better understand the role of specific WM subcomponents in the overall efficiency of writing processes and corresponding text characteristics.…”

Section: Working Memory L2 Writing Fluency and Writing Processesmentioning

confidence: 99%

The role of cognitive factors in second language writing and writing to learn a second language

Kormos

2023

Stud Second Lang Acquis

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This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2 users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a Task-Mediated Cognitive Model of L2 Writing and Writing to Learn that describes the role of cognitive factors in L2 writing processes and in learning through writing, and an outline of a research agenda for future studies.

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“…Li and Roshan's (2019) study demonstrated that verbal working memory was a positive predictor of the effectiveness of metalinguistic feedback but not other feedback types such as direct correction. Vasylets and Marín (2020) reported that verbal working memory was predictive of low-proficiency learners' accuracy and high-proficiency learners' lexical sophistication. Mavrou (2020) found verbal working memory predictive of syntactic complexity and accuracy.…”

Section: Verbal Working Memorymentioning

confidence: 99%

Working memory and second language writing: A systematic review

2023

Stud Second Lang Acquis

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This article reports on a comprehensive synthesis of the literature on the role of working memory in second language (L2) writing. It starts with an overview and clarification of the construct and measurement of working memory, followed by an elaboration of major theoretical models informing the synthesized research. The article then presents a synthesis of the methods and results of the 16 studies that have been conducted on the associations between working memory and L2 writing. The methodological synthesis encompasses research design, methods of working memory, measurement of writing performance, methods of data elicitation for writing processes, and data analysis and reporting. The results of the synthesized studies demonstrate that (1) working memory is largely unrelated to overall writing proficiency; (2) it is predictive of specific aspects of L2 composition such as complexity, accuracy, and fluency; (3) the role of working memory varies as a function of genre, proficiency, target structure, instruction type, and task demands; and (4) verbal working memory, phonological short-term memory, visual-spatial working memory, and executive functions (inhibiting, shifting, and updating) have differential associations with the process and product aspects of L2 writing. The methods and results are discussed by identifying trends, accounting for disparities, clarifying confusion, recommending solutions, and proposing new directions.

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The effects of working memory and L2 proficiency on L2 writing

Cited by 23 publications

References 50 publications

The role of cognitive individual differences in digital versus pen-and-paper writing

The role of cognitive individual differences in digital versus pen-and-paper writing

The role of cognitive factors in second language writing and writing to learn a second language

Working memory and second language writing: A systematic review

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