The Nexus of EFL Learners' Working Memory Capacity, Writing Performance, and Cognitive Processes: A Critical Analysis

Inspecting the cognitive mechanisms and the memory systems involved in writing seems helpful for educators seeking to enhance students'' writing skills. The current study investigated the extent to which Working Memory Capacity (WMC) is related to writing ability, as measured by Complexity, Accuracy, and Fluency (CAF), as well as the cognitive processes of Iranian EFL learners. The participants were ۱۵۰ BA learners in three intact classes majoring in English Language Translation at one of the branches of Islamic Azad University. Using the WM span test, the researchers divided the participants into high- and low-WMC groups. Then, they administered a writing test and asked the participants to verbalize their thoughts using Think-Aloud (TA) protocols while writing. TA protocols helped the researchers gauge the learners'' writing fluency and cognitive processes. The results obtained from chi-square, Structural Equation Modelling (SEM), Pearson''s correlation, and regression analysis demonstrated that WMC significantly affected cognitive processes and played a crucial role in writing performance. The results also revealed that recall was a determining factor in learners'' writing quality. Educators and curriculum developers can use the findings of this study to design and implement targeted tasks and interventions to address the academic challenges faced by second language learners.

کلیدواژه ها:

working memory capacity ، cognitive processes ، Complexity ، Accuracy ، fluency