How can working memory training enhance english vocabulary learning?

Abstract

This study set out to find out how working memory could contribute to retain and to apply vocabulary studied in English lessons through the implementation of a set of strategies oriented to boost this capacity in the learners. 50 English beginner learners from a University in Pasto, Colombia were involved in the study 28 were part of the experimental group who received direct working memory intervention and 22 who belonged to the control group receiving no treatment at all. The experimental group developed the strategies alongside with the teacher’s guidance during 12 weeks. Then, the learners’ performance was analyzed and interpreted. It was discovered that most learners benefitted from the working memory intervention and showed gradual progress in the retention and retrieval of the words studied in the lessons, thus being able to engage more easily in communicative tasks in the classrooms. The strategies that involved visual aids were more effective than those asking students to process aural information. Results demonstrate that appropriate working memory training can contribute to enhance learners’ L2 vocabulary retention through well-thought-out strategies designed to meet that objective. Further studies are suggested to implement listening tasks that stimulate the phonological loop as an alternative to enhance learners’ retention through aural L2 input. Likewise, it is advised to engage apathetic learners by incorporating tasks oriented to their learning styles and thus helping them retain L2 vocabulary more effectively.