TY - JOUR

T1 - Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents

AU - Pili-Moss, Diana

AU - Hamrick, Phillip

AU - Schmidt, Torben

AU - Meurers, Detmar

AU - Wendebourg, Katharona

N1 - Publisher Copyright: © 2025

PY - 2025/7/1

Y1 - 2025/7/1

N2 - Investigating the relationship between cognitive individual differences and second language learning has been central to second language acquisition research conducted in controlled laboratory conditions and in educational instructed contexts. However, not much research to date has simultaneously explored the role of multiple cognitive abilities for L2 development or task outcomes in educational environments. In the present study, 77 secondary-school EFL learners engaged in intensive digital practice of direct questions, alongside regular classroom instruction, for a period of two and a half weeks. They completed digital pretests and, at the end of the instruction and practice period, were administered digital posttests and a pen-and-paper communicative written task. Measures of the learners’ declarative memory, implicit statistical learning and working memory capacity were taken. Mixed-effect and multiple regression models revealed that a positive interaction between implicit statistical learning and working memory capacity predicted both posttest scores and task outcomes, whereas declarative memory did not significantly relate to either measure. It is suggested that the synergetic relationship between implicit statistical learning and working memory capacity may be key to the process of updating morphosyntactic representations of direct questions with positive effects for both L2 development and use.

AB - Investigating the relationship between cognitive individual differences and second language learning has been central to second language acquisition research conducted in controlled laboratory conditions and in educational instructed contexts. However, not much research to date has simultaneously explored the role of multiple cognitive abilities for L2 development or task outcomes in educational environments. In the present study, 77 secondary-school EFL learners engaged in intensive digital practice of direct questions, alongside regular classroom instruction, for a period of two and a half weeks. They completed digital pretests and, at the end of the instruction and practice period, were administered digital posttests and a pen-and-paper communicative written task. Measures of the learners’ declarative memory, implicit statistical learning and working memory capacity were taken. Mixed-effect and multiple regression models revealed that a positive interaction between implicit statistical learning and working memory capacity predicted both posttest scores and task outcomes, whereas declarative memory did not significantly relate to either measure. It is suggested that the synergetic relationship between implicit statistical learning and working memory capacity may be key to the process of updating morphosyntactic representations of direct questions with positive effects for both L2 development and use.

KW - Didactics of English as a foreign language

KW - Working memory

KW - EFL learning

KW - Intelligent tutoring system

KW - Computer-assisted learning

KW - Explicit language aptitude

KW - Implicit language aptitude

KW - Working memory

KW - EFL Grammar

KW - Written L2 tash

KW - Call

KW - Explicit long-term memory

KW - statistical learning ability

UR - http://www.scopus.com/inward/record.url?scp=105000042071&partnerID=8YFLogxK

U2 - 10.1016/j.system.2025.103656

DO - 10.1016/j.system.2025.103656

M3 - Journal articles

AN - SCOPUS:105000042071

VL - 131

JO - System

JF - System

SN - 0346-251X

M1 - 103656

ER -