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This study examines the relationship between learners’ production of modified output and their working memory (WM) capacity. The task‐based interactions of 42 college‐level, native English‐speaking learners of Spanish as a foreign language were examined. A relationship was found between learners’ WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction.
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Mackey et al. (2010) studied this question.
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