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The role of working memory in young second language learners’ written performances

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

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The role of working memory in young second language learners’ written performances. / Michel, Marije; Kormos, Judit; Brunfaut, Tineke et al.
In: Journal of Second Language Writing, Vol. 45, 01.09.2019, p. 31-45.

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

Harvard

Michel, M, Kormos, J, Brunfaut, T & Ratajczak, M 2019, 'The role of working memory in young second language learners’ written performances', Journal of Second Language Writing, vol. 45, pp. 31-45. https://doi.org/10.1016/j.jslw.2019.03.002

APA

Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners’ written performances. Journal of Second Language Writing, 45, 31-45. https://doi.org/10.1016/j.jslw.2019.03.002

Vancouver

Michel M, Kormos J, Brunfaut T, Ratajczak M. The role of working memory in young second language learners’ written performances. Journal of Second Language Writing. 2019 Sept 1;45:31-45. Epub 2019 May 7. doi: 10.1016/j.jslw.2019.03.002

Author

Michel, Marije ; Kormos, Judit ; Brunfaut, Tineke et al. / The role of working memory in young second language learners’ written performances. In: Journal of Second Language Writing. 2019 ; Vol. 45. pp. 31-45.

Bibtex

@article{1c261141e87a48d9b90840f037d62e0e,
title = "The role of working memory in young second language learners{\textquoteright} written performances",
abstract = "This study investigated the role of working memory (WM) in the second language (L2) writing performance of young English language learners. It also examined how L2 writing achievement relates to task type and grade level and whether the effect of cognitive abilities varies across different task types and grade level. The participants were 94 young learners (Grades 6 and 7) in Hungary, who performed four writing task types as part of the TOEFL{\textregistered} Junior{\texttrademark} Comprehensive test-battery and completed cognitive tests that assessed their WM functions. Participants scored high on the email writing and integrated Listen-Write tasks. Irrespective of WM functions, on average learners in Grade 7 outperformed those in Grade 6 on the Listen-Write task and the Email task. Students gained lower scores on the non-academic version of an editing task than on most other types of tasks. WM functions had no significant relationship with L2 writing scores, except for the academic editing task. In Grade 7, the effect of WM was not significant on the integrated Listen-Write task, but it resulted in the change of expected score. Learners with high working memory in Grade 6 showed somewhat more consistent performance across tasks than did learners with low working memory.",
keywords = "Working memory, Young learners, Writing assessment, Testing writing, Individual differences",
author = "Marije Michel and Judit Kormos and Tineke Brunfaut and Michael Ratajczak",
year = "2019",
month = sep,
day = "1",
doi = "10.1016/j.jslw.2019.03.002",
language = "English",
volume = "45",
pages = "31--45",
journal = "Journal of Second Language Writing",
issn = "1060-3743",
publisher = "Elsevier Limited",

}

RIS

TY - JOUR

T1 - The role of working memory in young second language learners’ written performances

AU - Michel, Marije

AU - Kormos, Judit

AU - Brunfaut, Tineke

AU - Ratajczak, Michael

PY - 2019/9/1

Y1 - 2019/9/1

N2 - This study investigated the role of working memory (WM) in the second language (L2) writing performance of young English language learners. It also examined how L2 writing achievement relates to task type and grade level and whether the effect of cognitive abilities varies across different task types and grade level. The participants were 94 young learners (Grades 6 and 7) in Hungary, who performed four writing task types as part of the TOEFL® Junior™ Comprehensive test-battery and completed cognitive tests that assessed their WM functions. Participants scored high on the email writing and integrated Listen-Write tasks. Irrespective of WM functions, on average learners in Grade 7 outperformed those in Grade 6 on the Listen-Write task and the Email task. Students gained lower scores on the non-academic version of an editing task than on most other types of tasks. WM functions had no significant relationship with L2 writing scores, except for the academic editing task. In Grade 7, the effect of WM was not significant on the integrated Listen-Write task, but it resulted in the change of expected score. Learners with high working memory in Grade 6 showed somewhat more consistent performance across tasks than did learners with low working memory.

AB - This study investigated the role of working memory (WM) in the second language (L2) writing performance of young English language learners. It also examined how L2 writing achievement relates to task type and grade level and whether the effect of cognitive abilities varies across different task types and grade level. The participants were 94 young learners (Grades 6 and 7) in Hungary, who performed four writing task types as part of the TOEFL® Junior™ Comprehensive test-battery and completed cognitive tests that assessed their WM functions. Participants scored high on the email writing and integrated Listen-Write tasks. Irrespective of WM functions, on average learners in Grade 7 outperformed those in Grade 6 on the Listen-Write task and the Email task. Students gained lower scores on the non-academic version of an editing task than on most other types of tasks. WM functions had no significant relationship with L2 writing scores, except for the academic editing task. In Grade 7, the effect of WM was not significant on the integrated Listen-Write task, but it resulted in the change of expected score. Learners with high working memory in Grade 6 showed somewhat more consistent performance across tasks than did learners with low working memory.

KW - Working memory

KW - Young learners

KW - Writing assessment

KW - Testing writing

KW - Individual differences

U2 - 10.1016/j.jslw.2019.03.002

DO - 10.1016/j.jslw.2019.03.002

M3 - Journal article

VL - 45

SP - 31

EP - 45

JO - Journal of Second Language Writing

JF - Journal of Second Language Writing

SN - 1060-3743

ER -