The roles of aptitude and working memory in L2 learners’ processing and incidental learning of technical vocabulary during video-lecture-based tasks
Year: 2025
Type: article
Abstract: This study explored how aptitude and working memory affect second language (L2) learners’ processing and incidental learning of technical vocabulary from a video-lecture-based task. Twenty-nine Chinese learners of L2 English performed the task, during which they watched an introductory lecture while taking notes. Eleven technical words presented in lecture diagrams were selected as target words. Participants’ visual attention to the target words was captured using an eye-tracker. Following the task, participants completed an unannounced vocabulary post-test, a free recall test, and a set of aptitude tests. Two weeks after the treatment, a delayed vocabulary post-test and a battery of working memory tests were administered. Results from mixed-effects models revealed that working memory significantly predicted learners’ learning of technical vocabulary. However, neither aptitude nor working memory emerged as significant predictors of learners’ visual attention to the target words.
Source: System
Authors: Danni Shi, Andrea Révész, Ana Pellicer-Sánchez
Institutions: Georgetown University, University College London
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,980
Funder: Georgetown University
OpenAlex ID: W4411201367