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The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences. / Kormos, Judit.
In: Studies in Second Language Acquisition, 22.07.2025.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J 2025, 'The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences', Studies in Second Language Acquisition. https://doi.org/10.1017/s0272263125101010

APA

Kormos, J. (2025). The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences. Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1017/s0272263125101010

Vancouver

Kormos J. The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences. Studies in Second Language Acquisition. 2025 Jul 22. Epub 2025 Jul 22. doi: 10.1017/s0272263125101010

Author

Kormos, Judit. / The role of first language skills, working memory, and anxiety in second language reading : Implications for assessment of language learners with specific learning differences. In: Studies in Second Language Acquisition. 2025.

Bibtex

@article{1597065b962b4540a909ad0d9f02cd74,
title = "The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences",
abstract = "This paper reports a study that investigated how first language (L1) reading comprehension, L1 low-level skills, working memory capacity, and reading anxiety are related to the accuracy of responses and completion time in a second language (L2) reading test. The data obtained from Hungarian secondary school learners of English showed that anxiety related to processing the L2 reading text, time pressure, and the response tasks as well as L1 reading comprehension scores and backward digit span were significant predictors of L2 reading scores. L1 low-level skills did not contribute significantly to L2 reading accuracy. Higher levels of reading-related anxiety were associated with slower reading, and L2 learners with concurrently lower levels of L1 and L2 reading ability needed more time to complete the reading test. These findings highlight that L2 reading tests should be flexibly timed so that everyone, including test takers with literacy-related difficulties such as dyslexia, can demonstrate their abilities.",
keywords = "test timing, working memory, reading anxiety, second language reading, first language literacy",
author = "Judit Kormos",
year = "2025",
month = jul,
day = "22",
doi = "10.1017/s0272263125101010",
language = "English",
journal = "Studies in Second Language Acquisition",
issn = "0272-2631",
publisher = "Cambridge University Press",

}

RIS

TY - JOUR

T1 - The role of first language skills, working memory, and anxiety in second language reading

T2 - Implications for assessment of language learners with specific learning differences

AU - Kormos, Judit

PY - 2025/7/22

Y1 - 2025/7/22

N2 - This paper reports a study that investigated how first language (L1) reading comprehension, L1 low-level skills, working memory capacity, and reading anxiety are related to the accuracy of responses and completion time in a second language (L2) reading test. The data obtained from Hungarian secondary school learners of English showed that anxiety related to processing the L2 reading text, time pressure, and the response tasks as well as L1 reading comprehension scores and backward digit span were significant predictors of L2 reading scores. L1 low-level skills did not contribute significantly to L2 reading accuracy. Higher levels of reading-related anxiety were associated with slower reading, and L2 learners with concurrently lower levels of L1 and L2 reading ability needed more time to complete the reading test. These findings highlight that L2 reading tests should be flexibly timed so that everyone, including test takers with literacy-related difficulties such as dyslexia, can demonstrate their abilities.

AB - This paper reports a study that investigated how first language (L1) reading comprehension, L1 low-level skills, working memory capacity, and reading anxiety are related to the accuracy of responses and completion time in a second language (L2) reading test. The data obtained from Hungarian secondary school learners of English showed that anxiety related to processing the L2 reading text, time pressure, and the response tasks as well as L1 reading comprehension scores and backward digit span were significant predictors of L2 reading scores. L1 low-level skills did not contribute significantly to L2 reading accuracy. Higher levels of reading-related anxiety were associated with slower reading, and L2 learners with concurrently lower levels of L1 and L2 reading ability needed more time to complete the reading test. These findings highlight that L2 reading tests should be flexibly timed so that everyone, including test takers with literacy-related difficulties such as dyslexia, can demonstrate their abilities.

KW - test timing

KW - working memory

KW - reading anxiety

KW - second language reading

KW - first language literacy

U2 - 10.1017/s0272263125101010

DO - 10.1017/s0272263125101010

M3 - Journal article

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

ER -