Working Memory as a Predictor of Syntactic Complexity in Iranian EFL Learners’ Argumentative Writing: Considering Different Planning Conditions

Working memory (WM) plays a pivotal role in complex cognitive tasks such as writing. As writing in a foreign language is a cognitively demanding task in the Iranian context and requires the integration of cognitive and strategic planning processes, the present study aimed to investigate the role of WM capacity in predicting syntactic complexity of argumentative writing tasks performed by Iranian female EFL upper-intermediate learners under two distinct guided strategic planning approaches: form-focused (FF) and content-focused (CF). After a careful selection of ۹۰ upper-intermediate learners based on Oxford Quick Placement Test (OQPT), an automated working memory operation span test was employed. Next, the participants were assigned into two groups: FF and CF (۴۵ participants in each group). The participants in each group were guided on how to pre-plan their argumentative writings during four sessions (two sessions for each group, held on the same day). Following these sessions, the participants were asked to write an argumentative writing using the pre-planning strategies already explained. Results from structural equation modeling (SEM) revealed that WM strongly predicted syntactic complexity in both groups; however, this prediction was superior in the CF group. The findings reveal the potential of WM as a significant factor in predicting the syntactic complexity of CF strategic planning, impacting overall writing quality. This study contributes to understanding how cognitive factors influence pre-planning writing strategies in language learners and have implications for the instruction of pre-planning for L۲ learners, considering the importance of WM.

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Keywords: content-Focused ، form-Focused ، Strategic Planning ، Syntactic Complexity ، Working Memory