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INDONESIA
International Journal Multidisciplinary Science
Published by Asosiasi Dosen Muda Indonesia
ISSN : 29638119     EISSN : 29637821     DOI : 10.56127
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
The editor accepts research articles related to Computer Science, Management, Accountancy, Appropriate Technology, Scientific Social, Education, Humanities and etc
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 122 Documents
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Thinking in Silence: Cognitive Pauses and Their Role in Second Language Sentence Planning Loudya Putri Utama; Miftahul Jannah; Raudhotul Fadhilah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2504

Abstract

Silent pauses are a frequent feature of second language speech, yet they are often interpreted as signs of low fluency. This study examines silent pauses from a psycholinguistic perspective by focusing on their role in second language sentence planning. Using a qualitative design, the study involved ten undergraduate EFL learners and collected data through oral sentence production tasks and stimulated recall interviews. Speech data were recorded and analyzed to identify silent pauses occurring before and during sentence production, while interview data were used to explore learners’ cognitive processes during these pauses. The findings show that silent pauses function as cognitive resources that support conceptual planning, lexical retrieval, and syntactic organization. Learners used silence deliberately to manage cognitive load and maintain accuracy, although these pauses were often perceived negatively due to pressure to speak fluently. The study reinforces staged models of speech production and challenges narrow definitions of fluency by highlighting silence as an integral part of second language processing. Pedagogically, the findings emphasize the importance of providing thinking time to support more accurate and complex language use.
The Role of Working Memory in Shaping EFL Learners’ Sentence Complexity Afzylianur Harahap; Alya Fadhillah Daimunthe; Putri Zahriah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2505

Abstract

Sentence complexity is widely regarded as an indicator of second language proficiency, yet many EFL learners struggle to produce structurally complex sentences despite having adequate grammatical knowledge. This study investigates the role of working memory in shaping EFL learners’ sentence complexity from a psycholinguistic perspective. Rather than treating sentence complexity as a purely linguistic outcome, the study examines it as a product of cognitive capacity during language production. Using a qualitative design, the study involved ten undergraduate EFL learners who completed sentence production tasks followed by stimulated recall interviews. The production data were analyzed to identify patterns of sentence complexity, while the interview data were used to explore learners’ cognitive experiences during sentence construction. The findings reveal that working memory strongly constrains learners’ ability to produce complex sentences. When cognitive load increased, learners consistently simplified sentence structure by reducing clause embedding and sentence length. Learners reported difficulty maintaining multiple linguistic elements simultaneously, particularly when lexical retrieval and grammatical organization competed for limited working memory resources. As a result, learners often prioritized meaning clarity and sentence completion over structural complexity. The study also shows that learners were aware of their working memory limitations and consciously adjusted sentence structure to manage cognitive demands. These findings support resource-limited models of language production and highlight working memory as a key factor influencing syntactic performance in EFL contexts. Pedagogically, the study suggests that expectations of sentence complexity should consider cognitive constraints and task conditions. Recognizing the role of working memory can lead to more realistic instruction, better task design, and fairer assessment of learner proficiency.

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