Seyyedabadi, Samaneh, Nafissi, Zohreh, Rostami, Reza, Sotoudehnama, Elaheh (2022). Learners' Perceptions of Computerized Cognitive Training Transfer to L2 Learning: An Adaptive Case for COVID-19. , 13(5), 641-671.
Samaneh Seyyedabadi; Zohreh Nafissi; Reza Rostami; Elaheh Sotoudehnama. "Learners' Perceptions of Computerized Cognitive Training Transfer to L2 Learning: An Adaptive Case for COVID-19". , 13, 5, 2022, 641-671.
Seyyedabadi, Samaneh, Nafissi, Zohreh, Rostami, Reza, Sotoudehnama, Elaheh (2022). 'Learners' Perceptions of Computerized Cognitive Training Transfer to L2 Learning: An Adaptive Case for COVID-19', , 13(5), pp. 641-671.
Seyyedabadi, Samaneh, Nafissi, Zohreh, Rostami, Reza, Sotoudehnama, Elaheh Learners' Perceptions of Computerized Cognitive Training Transfer to L2 Learning: An Adaptive Case for COVID-19. , 2022; 13(5): 641-671.

Learners' Perceptions of Computerized Cognitive Training Transfer to L2 Learning: An Adaptive Case for COVID-19

جستارهای زبانی
Article 24, Volume 13, Issue 5 - Serial Number 71, 1401, Pages 641-671    PDF (731.61 K)
Document Type: مقالات علمی پژوهشی
Authors
Samaneh Seyyedabadi1; Zohreh Nafissi* 2; Reza Rostami3; Elaheh Sotoudehnama4
1PhD Candidate in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
2Associate Professor in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
3Professor in Psychology, Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4Professor in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
Abstract
Cognitive Training (CT) refers to programs designed to enhance the efficiency of cognitive and brain mechanisms through practice and/or intentional instruction. A highly controversial issue in the field of Computerized Cognitive Training (CCT) is its possible transferability to non-trained areas; one untouched discipline is second language (L2) learning. Hence, due to the facilitative role of attention and the predictive strength of working memory in L2 development and comprehension, CCT seems necessary for English language learners. Furthermore, few studies have investigated users’ perceptions of potential improvements in their cognitive functioning. To fill such inherent gaps and overcome the imposed barriers of conducting intervention studies during the COVID-19 pandemic era, this study adopted an interdisciplinary approach to explore English language learners’ self-perceived Far Transfer (FT) effects of Remote Adaptive Multi-Domain Computerized Cognitive Training (RAMCCT) in general cognitive functioning and L2-specific cognitive functioning. Thus, online observations of L2 receptive skills courses (reading and listening) and synchronous semi-structured interviews were undertaken with a convenience sample of 11 intermediate EFL learners who completed eight weeks of RAMCCT. Thematic Analysis (TA) revealed perceived advances in working memory, attention, multitasking, processing speed, hand-eye/ear coordination in general cognitive functioning, and improvements in either one or both of the L2 receptive skills in terms of attention and comprehension and speed. The results are discussed by the corresponding links between attention, working memory, and multitasking, together with the automatization of the core cognitive processes. Implications address game designers, L2 teachers, teacher training programs, and researchers.
Keywords
computerized cognitive training; far transfer; L2 receptive skills; Thematic Analysis; Covid-19
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