Hostname: page-component-6dbcb7884d-q4sxc Total loading time: 0 Render date: 2025-02-14T06:22:49.306Z Has data issue: false hasContentIssue false
  • English
  • Français

Introduction to the special issue on working memory and L2 writing: Implications for SLA individual differences research

Published online by Cambridge University Press:  14 September 2023

Rosa M. Manchón Open the ORCID record for Rosa M. Manchón [Opens in a new window]  and
Cristina Sanz
Rosa M. Manchón*
Affiliation:
University of Murcia, Spain
Cristina Sanz
Affiliation:
Georgetown University, Washington, DC, USA
*
Corresponding author: Rosa M. Manchón; Email: manchon@um.es
Get access Rights & Permissions [Opens in a new window]

Abstract

This Introduction to the special issue first elaborates on the rationale for advocating the inclusion of L2 writing in SLA individual differences (IDs) research and subsequently provides an overview of empirical work on IDs in the domain of writing, with a focus on cognitive IDs and specifically working memory. Against this background, we synthesize the focus, structure, and contents of the special issue. We finish with substantive and methodological suggestions for moving forward in research agendas on IDs and L2 writing.

Type
State of the Scholarship
Information
Studies in Second Language Acquisition , Volume 45 , Special Issue 3: Individual differences and L2 writing: Expanding SLA research , July 2023 , pp. 599 - 621
Check for updates
Copyright
© The Author(s), 2023. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, A. M., & Guillot, K. (2008). Working memory and writing in bilingual students. International Journal of Applied Linguistics, 156, 13–28.CrossRefGoogle Scholar
Ahmadian, M., & Vasylets, O. (2021). The role of cognitive individual differences in writing performance and written corrective feedback processing and use. In Manchón, R. M. & Polio, C. (Eds.), Handbook of second language acquisition and writing. Routledge.Google Scholar
Baddeley, A. D. (1986). Working memory. Oxford University Press.Google ScholarPubMed
Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.CrossRefGoogle ScholarPubMed
Baddeley, A. D. (2007). Working memory, thought, and action. Oxford University PressCrossRefGoogle Scholar
Benson, S., & DeKeyser, R. (2018). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23, 702–726.CrossRefGoogle Scholar
Bitchener, J. (2019). The intersection between SLA and feedback research. In Hyland, K. & Hyland, F. (Eds.), Feedback in second language writing. Contexts and issues (pp. 85–105). Cambridge University Press.CrossRefGoogle Scholar
Bylund, E., Khafif, Z., & Berghoff, R. (2023). Linguistic and geographic diversity in research on second language acquisition and multilingualism: An analysis of selected journals. Applied Linguistics, Article amad022. https://doi.org/10.1093/applin/amad022CrossRefGoogle Scholar
Cho, M. (2018). Task complexity, modality, and working memory in L2 task performance. System, 72, 85–98.CrossRefGoogle Scholar
Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science, 19, 51–57.CrossRefGoogle Scholar
Engle, R. W., & Kane, M. J. (2004). Executive attention, working memory capacity, and a two-factor theory of cognitive control. In Ross, B. (Ed.), The psychology of learning and motivation (Vol. 44, pp. 145–199). Elsevier.Google Scholar
Granena, G. (2023). Cognitive individual differences in the process and product of L2 writing. Studies in Second Language Acquisition, 45, 765–785Google Scholar
Granena, G., Jackson, D. O. & Yilmaz, Y. (Eds.) (2016). Cognitive individual differences in second language processing and acquisition . John Benjamins.CrossRefGoogle Scholar
Han, Y. (2017) Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 65, 133–143.CrossRefGoogle Scholar
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44.CrossRefGoogle Scholar
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11, 329–350.CrossRefGoogle Scholar
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In Levy, C. M. & Ransdell, S. (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Lawrence Erlbaum Associates.Google Scholar
Ishikawa, M. (2019). Written languaging, learners’ aptitude and second language learning. [Unpublished doctoral dissertation]. University College London.Google Scholar
Ishikawa, M., & Révész, A. (2023). Written languaging, learners’ aptitude, and L2 learning through dictogloss tasks. In Li, S. (Ed.), Individual differences in task-based language learning and teaching. John Benjamins.Google Scholar
Ishikawa, M., & Suzuki, W. (2023). Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal, 107, 95–112.CrossRefGoogle Scholar
Jang, Y., & Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Reading and Writing, 32, 1129–1148.CrossRefGoogle Scholar
Johnson, M. (2021). Task complexity studies. In Manchón, R.M. & Polio, C. (Eds.), The Routledge handbook of second language acquisition and writing (pp. 42–64). Routledge.Google Scholar
Kellogg, R. T. (1996). A model of working memory in writing. In Levy, C. M., & Ransdell, S. (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Lawrence Erlbaum Associates.Google Scholar
Kellogg, R. T., Whiteford, A. P., Turner, C. E., & Cahill, M. (2013). Working memory in written composition: An evaluation of the 1996 model. Journal of Writing Research, 5, 159–190.Google Scholar
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21, 390–403.CrossRefGoogle Scholar
Kormos, J. (2023). The role of cognitive factors in second language writing and writing to learn a second language. Studies in Second Language Acquisition, 45, 622–646.Google Scholar
Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism, 11, 261–271.CrossRefGoogle Scholar
Kormos, J., & Trebits, A. (2012). The role of task complexity, modality, and aptitude in narrative task performance. Language Learning, 62, 439–472.CrossRefGoogle Scholar
Lado, B. (2017). Aptitude and pedagogical conditions in the early development of a nonprimary language. Applied Psycholinguistics, 38, 679–701.CrossRefGoogle Scholar
Leijten, M., & Van Waes, L. (2013). Keystroke logging in writing research: Using Inputlog to analyze and visualize writing processes. Written Communication, 30, 358–392.CrossRefGoogle Scholar
Leow, R., & Manchón, R. M. (2021). Directions for future research agendas on L2 writing and feedback as language learning from an ISLA perspective. In Manchón, R. M. & Polio, C. (Eds.), The Routledge handbook of second language acquisition and writing (pp. 299–311). Routledge.CrossRefGoogle Scholar
Leow, R. P. (2020). L2 writing-to-learn: Theory, research, and a curricular approach. In Manchón, R. M. (Ed.), Writing and language learning: Advancing research agendas (pp. 95–117). John Benjamins.CrossRefGoogle Scholar
Li, S. (2016). The construct validity of language aptitude: A meta-analysis. Studies in Second Language acquisition, 38, 801–842.CrossRefGoogle Scholar
Li, S. (2019). Six decades of language aptitude research: A comprehensive and critical review. In Wen, Z., Skehan, P., Biedron, A., Li, S., & Sparks, R. (Eds.), Language aptitude: Advancing theory, testing, research, and practice (pp. 78–96). Routledge.CrossRefGoogle Scholar
Li, S. (2023a). Working memory and second language learning: A critical and synthetic review. In Godfroid, A. & Hopp, H. (Eds.), The Routledge handbook of second language acquisition and psycholinguistics. Routledge.Google Scholar
Li, S. (2023b). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45, 647–679.Google Scholar
Li, S., Hiver, P., & Papi, M. (Eds.) (2022). Handbook of second language acquisition and individual differences. Routledge.CrossRefGoogle Scholar
Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1–15.CrossRefGoogle Scholar
Lu, Y. (2015). Working memory, cognitive resources and L2 writing performance. In Wen, Z. E., Mota, M. B., & McNeill, A. (Eds.), Working memory in second language acquisition and processing (pp. 175–189). Multilingual Matters.CrossRefGoogle Scholar
Manchón, R. M. (2011). Writing to learn the language: Issues in theory and research. In Manchón, R. M. (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). John Benjamins.CrossRefGoogle Scholar
Manchón, R. M. (2023). The psycholinguistics of L2 writing. In Godfroid, A. & Hopp, H. (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 400–412). Routledge.Google Scholar
Manchón, R. M., McBride, S., Mellado Martínez, M. D., & Vasylets, O. (2023). Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance. Studies in Second Language Acquisition, 45, 737–764.Google Scholar
Manchón, R. M., & Polio, C. (Eds.). (2021). The Routledge handbook of second language acquisition and writing. Routledge.CrossRefGoogle Scholar
Manchón, R. M., & Vasylets, O. (2019). Language learning through writing: Theoretical perspectives and empirical evidence. In Schwieter, J. B. & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 341–362). Cambridge University Press.CrossRefGoogle Scholar
Manchón, R. M., & Williams, J. (2016). L2 writing and SLA studies. In Manchón, R. M. & Matsuda, P. K. (Eds.), The handbook of second and foreign language writing (pp. 567–586). de Gruyter Mouton.CrossRefGoogle Scholar
Mavrou, I. (2020). Working memory, executive functions, and emotional intelligence in second language writing. Journal of Second Language Writing, 50, Article 100758.CrossRefGoogle Scholar
McCormick, T., & Sanz, C. (2022). Working memory and L2 grammar learning among adults. In Schwieter, J. & Wen, Z. (Eds.), The Cambridge handbook of working memory and language (pp. 573–592). Cambridge University Press.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Miyake, A. N., Friedman, P., Emerson, M., Witzki, A., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.CrossRefGoogle ScholarPubMed
Mujtaba, S. M., Kamyabi Gol, A., & Parkash, R. (2021). A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy. Foreign Language Annals, 54, 1059–1081.CrossRefGoogle Scholar
Olive, T. (2022). How do novice and skilled writers engage working memory? In Schwieter, J. & Wen, Z. (Eds.), The Cambridge handbook of working memory and language (pp. 504–526). Cambridge University Press.CrossRefGoogle Scholar
Papi, M. (2021). The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use. In Manchón, R. M. & Polio, C. (Eds.), The Routledge handbook of second language acquisition and writing (pp.152–165). Routledge.CrossRefGoogle Scholar
Papi, M., Vasylets, O. & Ahmadian, M. (2022). Individual differences and second language writing. In Li, S., Hiver, P. & Papi, M. (Eds.). The handbook of second language and individual differences (pp. 381–395). RoutledgeGoogle Scholar
Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C., & Zhou, S. (2020). Feedback-seeking behavior in second language writing: Motivational mechanisms. Reading and Writing, 33, 485–505.CrossRefGoogle Scholar
Papi, M., Wolff, D., Nakatsukasa, K., & Bellwoar, E. (2021). Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals. Language Teaching Research, 25, 1–20.CrossRefGoogle Scholar
Plonsky, L. (2023). Sampling and generalizability in LXresearch: A second order synthesis. Languages, 8, 75.CrossRefGoogle Scholar
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786.CrossRefGoogle Scholar
Révész, A., Michel, M., & Lee, M. (2017). Investigating IELTS Academic Writing Task 2: Relationships between cognitive writing processes, text quality, and working memory. IELTS Research Reports, 3, 5–44.Google Scholar
Révész, A., Michel, M., & Lee, M. (2023). Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing. Studies in Second Language Acquisition, 45, 680–709.Google Scholar
Robinson, P. (2012). Individual differences, aptitude complexes, SLA processes, and aptitude test development. In Mirosław, P. (Ed.), New perspectives on individual differences in language learning and teaching (pp. 57–75). Springer.CrossRefGoogle Scholar
Sagarra, N. (2017). Longitudinal effects of working memory on L2 grammar and reading abilities. Second Language Research, 33, 341–363.CrossRefGoogle Scholar
Sasaki, M., Mizumoto, A., & Murakami, A. (2018). Developmental trajectories in L2 writing strategy use: A self‐regulation perspective. The Modern Language Journal, 102, 292–309.CrossRefGoogle Scholar
Schwieter, J., & Wen, Z. (Eds.). (2022). The Cambridge handbook of working memory and language. Cambridge University Press.CrossRefGoogle Scholar
Serafini, E. J., & Sanz, C. (2016). Evidence of the decreasing impact of cognitive ability on second language development as proficiency increases. Studies in Second Language Acquisition, 38, 607–646.CrossRefGoogle Scholar
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguisitics, 13, 206–226.CrossRefGoogle Scholar
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.CrossRefGoogle Scholar
Shin, J., & Hu, Y. (2022). A methodological synthesis of working memory tasks in L2 research. In Schwieter, J. & Wen, Z. (Eds.), The Cambridge handbook of working memory and language (pp. 722–746). Cambridge University Press.CrossRefGoogle Scholar
Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System, 49, 110–119.CrossRefGoogle Scholar
Smith, E., & Jonides, J. (1997). Working memory: A view from neuroimaging. Cognitive Psychology, 33, 5–42.CrossRefGoogle ScholarPubMed
Stefanou, C., & Révész, A. (2015). Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference. The Modern Language Journal, 99, 263–282.CrossRefGoogle Scholar
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, Article 100837.CrossRefGoogle Scholar
Torres, J. (2023). Exploring working memory and language dominance in heritage bilinguals’ writing processes. Studies in Second Language Acquisition, 45, 710–736.Google Scholar
Vallejos, C. (2020). Fluency, working memory and second language proficiency in multicompetent writers [Unpublished doctoral dissertation]. Georgetown University.Google Scholar
VanPatten, B. (2004). Processing instruction: Theory, research and commentary. Lawrence Erlbaum.CrossRefGoogle Scholar
Vasylets, O., & Gilabert, R. (2021). Task effects across modalities. In Manchón, R. M. & Polio, C. (Eds.), The Routledge handbook of second language acquisition and writing (pp. 39–51). Routledge.CrossRefGoogle Scholar
Vasylets, O., & Manchón, R. M. (2023). Individual differences and writing instruction. In Mojebbi, H. & Wang, Y. (Eds.), Insights into teaching and learning writing. A practical guide for early-career teachers (pp. 87–100). Castledown.CrossRefGoogle Scholar
Vasylets, O., & Marín, J. (2021). The effects of working memory and L2 proficiency on L2 writing. Journal of Second Language Writing, 52, Article 100786.CrossRefGoogle Scholar
Vasylets, O., Mellado, M., & Plonsky, L. (2022). The role of working memory and language aptitude in digital versus pen-and-paper L2 writing. Studies in Second Language Learning and Teaching, 12, 721–743.CrossRefGoogle Scholar
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54–65.CrossRefGoogle Scholar
Was, C. A., Rawson, K. A., Bailey, H., & Dunlosky, J. (2011). Content-embedded tasks beat complex span for predicting comprehension. Behavior Research Methods, 43, 910–915.CrossRefGoogle ScholarPubMed
Wen, Z. (2019). Working memory as language aptitude: The phonological/executive model. In Wen, E., Skehan, P., Biedron, A., & Li, S. (Eds.), Language aptitude: Advancing theory, testing, research and practice (pp. 187–214). Routledge.CrossRefGoogle Scholar
Wen, Z. (2022). Working memory. In Schwieter, J. & Wen, Z. (Eds.), The Cambridge handbook of working memory and language (pp. 54–66). Cambridge University Press.Google Scholar
Wen, Z., Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50, 1–31.CrossRefGoogle Scholar
Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321–331.CrossRefGoogle Scholar
Yamashita, T. (2022). Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles. Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2022.2068612.CrossRefGoogle Scholar
Yang, Y., Sun, Y., Chang, P., & Li, Y. (2019). Exploring the relationship between language aptitude, vocabulary size, and EFL graduate students’ writing performance. TESOL Quarterly, 53, 845–856.CrossRefGoogle Scholar
Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35, 32–57.CrossRefGoogle Scholar
Zalbidea, J. (2017). ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. The Modern Language Journal, 101, 335–352.CrossRefGoogle Scholar
Zalbidea, J. (2021). On the scope of output in SLA: Task modality, salience, L2 grammar noticing, and development. Studies in Second Language Acquisition, 43, 50–82.CrossRefGoogle Scholar
Zalbidea, J. & Issa, B.. (2023). Exploring the potential of content-embedded working memory tasks for advancing SLA research [Manuscript submitted for publication]. Department of Latin American Studies, Temple University and Department of Hispanic Studies, University of Tennessee, Knoxville.Google Scholar
Zalbidea, J., & Sanz, C. (2020). Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks. Applied Psycholinguistics, 41, 1171–1196.CrossRefGoogle Scholar