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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Pengabdian Magister Pendidikan IPA Education and Human Development Journal Budimas : Jurnal Pengabdian Masyarakat Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Nusantara Educational Review INTENS (International Journal of English Education and Linguistics)
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.
Bilingualism and Cognition: An Annotated Bibliography on the Impact of Bilingualism on Brain Function and Cognitive Abilities Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyanti; Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyant
INTENS (International Journal of English Education and Linguistics) Vol. 3 No. 1 (2026): INTENS 5
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v3i1.6143

Abstract

Bilingualism has received increasing attention in cognitive science and applied linguistics due to its potential influence on brain function and cognitive abilities across the lifespan. This study aims to examine how bilingualism is conceptualized and discussed in relation to cognition, executive control, and neural adaptation through a structured annotated bibliography. Employing a qualitative descriptive approach, this study reviews and critically evaluates ten selected scholarly sources, including journal articles, book chapters, and review studies, using document analysis to identify their objectives, theoretical frameworks, methods, key findings, and scholarly contributions. The results indicate that bilingualism is consistently portrayed as a cognitively demanding experience that engages executive control and attentional systems, leading to adaptive changes in cognitive and neural functioning rather than simple transfer effects. However, the reviewed literature also reveals considerable variability in cognitive outcomes, influenced by factors such as age of acquisition, language proficiency balance, and patterns of language use. In conclusion, this annotated bibliography demonstrates that the cognitive effects of bilingualism are complex, context-dependent, and shaped by individual bilingual experiences. The originality of this study lies in its systematic organization and critical evaluation of influential works on bilingualism and cognition, providing a coherent overview that clarifies ongoing debates and offers implications for future research in cognitive science, linguistics, and educational contexts.
Co-Authors Arie Widya Murni Arif Wicaksono Asnifa, Siti Athika Dwi Wiji Utami Azlin Azlina Azmil Hanafia Risqi Azzawiyatul Annajiyah Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyanti Chyntia Farah Agustine Deberina Syurfi Yunina Firdausi Nuzula Ghaitza Muhammad Al-Ghozali Ikhwan Edi Nasution Ken Izzun Nadhifah Lestari Lestari, Wahyu Maulida Luthfiyah Rahma Ahmadany 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