Vocabulary background knowledge, working memory capacity, and reading comprehension among Chinese ESL students

In response to growing concerns about the effectiveness of online education, this study explores the interplay between vocabulary background knowledge, working memory capacity, and reading comprehension among Chinese English as a Second Language (ESL) students.Four hundred (400) participants from various ESL programs in China were selected.It was found that Chinese ESL students demonstrate a moderate level of vocabulary background knowledge, working memory capacity, and reading comprehension.T-test results indicate gender differences in the three variables, with females exhibiting superior performance in vocabulary background knowledge, working memory capacity, and reading comprehension.Additionally, the study identifies significant differences between students majoring in liberal arts and science, with liberal arts students surpassing their counterparts in vocabulary background knowledge and working memory capacity.A highly significant relationship among vocabulary background knowledge, working memory capacity, and reading comprehension was found.Students exhibiting greater proficiency in vocabulary background knowledge and working memory capacity are inclined to achieve higher levels of reading comprehension.Building on these findings, the study recommends the implementation of tailored enhancement programs to fortify Chinese ESL students' language skills in an online learning context.and advocates for the establishment of a conducive online classroom environment.Moreover, it emphasizes the integration of explicit training on vocabulary acquisition, working memory enhancement, and reading comprehension strategies into regular ESL teaching.