Investigating the relative contributions of working memory training and English language teaching to cognitive and foreign language development

2015 Fiscal Year Final Research Report

• Project/Area Number: 25780535
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education on school subjects and activities
• Research Institution: Saga University (2014-2015); Fukuoka University (2013)
• Principal Investigator: Hayashi Yuko 佐賀大学, 文化教育学部, 准教授 (10649156)
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: ワーキングメモリトレーニング / ワーキングメモリ / 外国語教育 / 第二言語習得

Outline of Final Research Achievements

The current study reports on an intervention study that investigated the relative contributions of 5-week English language training (ELT) and 5-week working memory training (WMT) to improvements in English language knowledge and working memory capacity in university learners of English as a foreign language. The participants were allocated to the following groups: (i) ELT only; (ii) WMT only; (iii) both WMT and ELT; and the control group. The results showed that intervention effects were pronounced in the WMT+ELT group, who improved scores on the reading span test and all tests of verbal and visuo-spatial short-term and working memory. The gains in verbal short-term (Japanese) were maintained 3 months later, whereas those in working memory (Japanese and English) were sustained for 6 months. None of the interventions, single or combined, led to gains in foreign language knowledge, however. The sustained effects of the dual approach and its implications are discussed.

Free Research Field

応用言語学