The Role of Working Memory in the Impact of Data-Driven Learning on Academic English Lecture Comprehension | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 13 July 2025 | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/lrr.2025.7158 | ||
| Authors | ||
| Javad Zare* 1; Sedigheh Karimpour2 | ||
| 1Assistant professor in Applied Linguistics, Kosar University of Bojnord, Bojnord, Iran | ||
| 2Assistant Professor in Applied Linguistics, Department of English Language, Mazandaran University of Medical Sciences, Sari, Iran | ||
| Abstract | ||
| Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L2 and found that WM plays a significant role in the language performance of L2 learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from 84 Iranian female EFL learners, aged between 20 to 24, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L2 at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L2 learners. | ||
| Keywords | ||
| Concordancing; Data-Driven Learning; Working memory; English academic lecture comprehension; Corpora | ||
| References | ||
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