Exploring Working Memory and Listening Comprehension: Does the Type of Listening Items Make a Difference?

Exploring Working Memory and Listening Comprehension: Does the Type of Listening Items Make a Difference?

The current study first investigated the effect of working memory capacity on listening comprehension across Persian adult and adolescent EFL learners. Second, it sought to explore whether the participants` working memory capacity interacts with the type of listening questions. To these aims, via an Oxford Placement test, a convenient sample of 19 adult and 17 adolescent intermediate EFL learners were selected. In order to measure working memory capacity (high/low span), a reading span test and a digit span task including (both backward and forward) was used. To elicit participants listening ability, a TOEFL Listening Test was administered. The results showed that there was not a statistically significant difference between the two groups concerning their listening score on the three listening sections. Additionally, no significant difference was observed between the high and low working memory span groups on their listening ability. However, the adult group outperformed their adolescent counterpart though the difference in the working memory capacity was insignificant. The results further revealed no interaction effect between age groups and working memory capacity. The findings of the study can offer valuable implications for language practitioners and SLA psycholinguistics theories.

The current study first investigated the effect of working memory capacity on listening comprehension across Persian adult and adolescent EFL learners. Second, it sought to explore whether the participants` working memory capacity interacts with the type of listening questions. To these aims, via an Oxford Placement test, a convenient sample of 19 adult and 17 adolescent intermediate EFL learners were selected. In order to measure working memory capacity (high/low span), a reading span test and a digit span task including (both backward and forward) was used. To elicit participants listening ability, a TOEFL Listening Test was administered. The results showed that there was not a statistically significant difference between the two groups concerning their listening score on the three listening sections. Additionally, no significant difference was observed between the high and low working memory span groups on their listening ability. However, the adult group outperformed their adolescent counterpart though the difference in the working memory capacity was insignificant. The results further revealed no interaction effect between age groups and working memory capacity. The findings of the study can offer valuable implications for language practitioners and SLA psycholinguistics theories.