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vosoughi, M. (2023). A Meta-analysis: The Efficacy of Working Memory Span (WMS) on EFL Written skill Performance. , 12(4), 552-579. doi: 10.22059/jflr.2022.344447.959
marjan vosoughi. "A Meta-analysis: The Efficacy of Working Memory Span (WMS) on EFL Written skill Performance". , 12, 4, 2023, 552-579. doi: 10.22059/jflr.2022.344447.959
vosoughi, M. (2023). 'A Meta-analysis: The Efficacy of Working Memory Span (WMS) on EFL Written skill Performance', , 12(4), pp. 552-579. doi: 10.22059/jflr.2022.344447.959
vosoughi, M. A Meta-analysis: The Efficacy of Working Memory Span (WMS) on EFL Written skill Performance. , 2023; 12(4): 552-579. doi: 10.22059/jflr.2022.344447.959

A Meta-analysis: The Efficacy of Working Memory Span (WMS) on EFL Written skill Performance

پژوهشهای زبانشناختی در زبانهای خارجی
Volume 12, Issue 4, February 2023, Pages 552-579    PDF (1.21 M)
Document Type: review article
DOI: 10.22059/jflr.2022.344447.959
Author
marjan vosoughi*
Department Of English, Islamic Azad university of Sabzevar, Sabzevar, Iran
Abstract
In order to investigate the effect of Working Memory (WM) on overall L2 performance and written skills (Reading and Writing) within non-native language learning arenas, a systematic review was conducted on 22 articles extracted from three reputable, local and international scientific databases including Noormags, Science Direct and Sage between 1990 and 2021. The total number of participants in this study included 1466 involving both male and female in all age groups of children and adults. In the selection of articles with 7 different criteria, coding was applied to the extracted studies and a research protocol was precisely presented. After examining the publication bias index and preliminary assumptions, the results showed that WM has been efficient at a significance level of less than 0.05 and with a high impact factor (1.05) with a positive direction in the 95% confidence interval on diverse aspects of second language learning. Secondly, WM has also been significant at a significant level less than 0.05 and with a high impact factor on reading comprehension skills and an impact factor (0.6) with a positive direction in the 95% confidence interval but this effect on L2 writing skills was not significant (p = 0.93). The results were finally analyzed with reference to the limitations of the current systematic meta-analysis.
Keywords
Working memory; Systematic review; Second language skills; General language performance; Second language writing skills; reading comprehension skills; Second language writing
Supplementary Files
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