This research demonstrates how cognitive differences predict task outcomes in adolescents learning English as a Foreign Language, suggesting implications for language education.
Key Points
The study aims to explore how implicit statistical learning and working memory impact second language development and task performance.
77 secondary-school EFL learners participated in intensive digital practice and regular instruction for 2.5 weeks.
Learners completed digital pretests and posttests, along with a communicative written task at the end of the period.
Measures included assessments of declarative memory, implicit statistical learning, and working memory capacity.
Mixed-effect and multiple regression models were applied to analyze the data.
Positive interaction between implicit statistical learning and working memory capacity predicted higher posttest scores.
Task outcomes were also positively influenced by the interaction, while declarative memory showed no significant relationship.
The findings suggest that combining implicit statistical learning with working memory is crucial for updating language representations effectively.