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Masyitah Noviyanti
Universitas Nahdlatul Ulama Sidoarjo
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Working Memory in Second Language Acquisition a Dynamic and Developmental Perspective Chyntia Farah Agustine; Azmil Hanafia Risqi; Ikhwan Edi Nasution; Nur Aisyah Fitri; Masyitah Noviyanti
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i1.2575

Abstract

Working memory (WM) has been extensively studied as a cognitive factor influencing second language acquisition (SLA), but many studies treat it as a static, trait-like capacity. This approach provides limited insight into how WM works across different stages of development, proficiency levels, and learning contexts. This article combines theoretical and empirical research on working memory in SLA from a dynamic and developmental perspective, analyzing how the influence of WM varies over time and interacts with other cognitive and contextual factors. Referencing Baddeley's multicomponent model, complex dynamic systems theory, and longitudinal research, this article examines evidence regarding the role of WM in various language domains, including vocabulary learning, grammar processing, and language production. It also investigates how WM works differently at various proficiency levels and developmental periods, from childhood to adulthood. Evidence suggests that WM plays a very strong role in the early stages of learning when processing is effortful and controlled, but becomes less central as linguistic knowledge becomes automated. The relationship between WM and SLA appears to be bidirectional, with sustained language learning contributing to the development of specific WM components, particularly executive control. The influence of WM varies significantly based on task characteristics, teaching context, and learner profiles. Understanding WM as a dynamic resource rather than a fixed constraint has important pedagogical implications. Instructions that manage cognitive load, provide support, and encourage metacognitive awareness can help learners with diverse cognitive profiles. A developmental approach in WM research requires longitudinal designs and task-aligned methodologies to capture changes over time, thereby advancing theory and practice in SLA.
Co-Authors Arie Widya Murni Arif Wicaksono Asnifa, Siti Athika Dwi Wiji Utami Azmil Hanafia Risqi Chyntia Farah Agustine Deberina Syurfi Yunina Firdausi Nuzula Ghaitza Muhammad Al-Ghozali Ikhwan Edi Nasution Lestari Lestari, Wahyu Maulida M. Mustaqim Manurung, Imelda Darmayanti Muhammad Amir Hamdan Muhammad Assegaf Baalwi Muhammad Mustaqim Muttaqin, Ridwan Maf'ul Nur Aisyah Fitri Nur Layli Fatikhatun Nissa Shofiroh, Nadziyah Widiana, Ilvi Nur